2011 Third International Conference on Games and Virtual Worlds for Serious Applications

Integrating a military air traffic control simulator with an LMS

Tiago Ribeiro, Nuno Faria Leonel Morgado

Dep. Engenharias, ECT GECAD
UTAD UTAD
Vila Real, Portugal Vila Real, Portugal
ribtiago@gmail.com, nunofaria007@hotmail.com leonelm@utad.pt

Paulo Simões Paulo Rodrigues, Luis Leite

GAB NCA
CIFFA CFMTFA
Alfragide, Portugal Ota, Portugal
pgsimoes@emfa.pt parodrigues@emfa.pt, laleite@emfa.pt

Abstract—Many military training centers still use traditional
means to train and practice air traffic control. To represent
reality, they use physical models of an airfield and aircrafts, or
advanced computer simulations. LMS systems are also frequently
used for management of online contents of courses. We are
connecting simulations with LMS systems, in order to support
trainers’ tracking of trainees’ progress. This paper presents a
technological architecture that allows a trainee to use a virtual
air traffic control (ATC) simulator to practice exercises available
at the LMS and updates the LMS with the trainee’s progress and
actions within the simulator. It also presents details of a first
approach to the implementation of this architecture.
The purpose of the work in progress between UTAD and
the Portuguese Air Force, described in this paper, is to allow
data on simulation content and trainee performance and
outcomes to be part of the data managed by an LMS (in this
case, we selected Moodle, since it is the system used by the
CFMTFA for learning management of its training courses).
Specifically, the trainer should be able to place specific
scenarios online, for trainees to simulate, and the events taking
place during the simulation will be recorded in the LMS, so
that the trainer can analyze each trainee’s progress and act
accordingly.

Keywords-simulator; LMS; air traffic control; computer II. LOW-TECH SIMULATION EXPERIENCE
graphics; Web
As mentioned earlier in this paper, military training centers
often use low-tech simulation technologies (Figures 1 & 2).
I. INTRODUCTION
Training of air traffic controllers for the military often
involves some degree of simulation technology. Trainees can
use it to interpret the context in which command and control
orders are issued, and their consequences.
Simulation technology can range from low-tech
approaches, such as physical models of airfields and aircraft, as
those used by the Portuguese Air Force Military and Technical
Training Centre (CFMTFA), presented in Figure 1, to high-
tech approaches. E.g., computer-based simulators are common,
for personal computers or even resorting to large physical
structures and haptic feedback, as explained in section III.
But simulation technology is typically not integrated with
current software systems for management of trainees’ learning
and the teaching process, known as “learning management
systems” or LMS (including the well-known systems Moodle,
Sakai, Blackboard, and others). Using these systems, trainers Figure 1. The airfield and aircraft models.
manage online content of courses, and interact with trainees.
There is quite a gap in the level of content available in LMS Figure 1 shows the airfield model currently used at
systems, regarding simulators: training sessions, practice, and CFMTFA. This airfield is a fictitious example called Mira’s
even assignments can be registered or scheduled, but, when aerodrome, designed by trainers at CFMTFA to support
executing an exercise on a simulator, the performance of the multiple situations that don’t coexist in a single airfield [1;2].
trainee and the outcomes are not recorded in the LMS system,
as explained further ahead.

978-0-7695-4419-9/11 $26.00 © 2011 IEEE 132

DOI 10.1109/VS-GAMES.2011.25
 to record the performance of a trainee in their exercises in
association with the specific trainee’s records and learning
context in the LMS. Specifically, trainers wish to be able to
track on the LMS which exercises have already been tried
and/or completed by a trainee, review a trainee’s actions during
the execution of an exercise, and in general track in varying
detail the way in which trainees tackle each exercise. This is in
line with traditional military doctrine, which encourages
performance assessment as part of trainee’s evaluation
procedures and process, a concept commonly referred to as
After Action Review or ARR. An overview of ARR was
provided by Morrison & Meliza [3]; its application to
simulations was discussed by Frank et al. [4], amongst others.
To practice their air traffic control exercises at home,
trainees often use laptop simulators. Some of these simulators
have the capacity to create new scenarios. However, in most
cases, the level of detail of scenarios in laptop simulators is too
Figure 2. Flight path marks on the ground high for use in early phases of an air traffic control course.
Sometimes, specific learning-oriented support is also not
Figure 2 shows the flight path marks on the ground of the available, such as having preset behaviors available for
training room, alongside the airfield model. In real life aircraft streamlined simulation specification, adjusted to the specific
have to follow certain routes and these marks are used to guide procedures used in each training academy.
the supporting staff (typically, trainees not currently
performing air traffic control practice) while they move the Trainers at CFMTFA want to be able to create training
physical aircraft models over the model. cases and situations adequate for the contents of their course,
distribute these by the trainees using the LMS and collect the
III. EXISTING COMPUTER-BASED SIMULATORS results also in their LMS system.
Currently, there are various computer-based simulators,
IV. ARCHITECTURE OVERVIEW
each with specific features. Large ones with a massive structure
TSIM - 3D Tower Simulator
Project overview
(Figure 3), light simulators for laptops, desktop simulators with
Date:11/21/2008 We are developing an architecture, presented in Figure 4, to
great computer graphics and even collaborative simulators. provide the intended connection between a simulator that runs
on trainees’ computers, and an LMS system, that is used by the
4,50
military training centre [5;6]. The simulator includes two
modules: one that connects via Web with the LMS system, to
19" download and upload simulation data and student progress logs
Rack
(“LMS Sync Module”); the other to interpret the simulation
data and render it as a simulation exercise (“Simulation
Module”). Similarly, the LMS system requires the inclusion of
Strip Printer
two simulation-specific modules: one for the trainer to create
scenarios (“Scenario Creation Module”), and another for
providing that data to the simulator and receive information of
17"

Student 1
Tower
trainees’ progress (“Simulator Sync Module”).
22"
17"
5,00

TWR
Instructor
22"

17"

Strip Printer

Student 2
22"

Ground

Screen 240°

Figure 1 System layout - Tower Control Room

Figure 3. Schema for a simulator with a large structure (TSIM, November
2008)
Figure 4. Overall architecture
According to CFMTFA trainers and course designers, there
is currently a problem using these computer-based simulators: The main function of the LMS Sync Module is to query the
the lack of connection to their LMS system, Moodle. These Simulator Sync Module of the LMS system, in order to retrieve
simulators are not integrated with LMS systems and aren’t able

Confidential ”Tern Systems, 2008 Page 3

133
Escolha da plataforma de desenvolvimento Como caso de aplicação, o guião da Figura 4 foi
Foi feita uma análise às diversas tecnologias que analisado e convertido n uma linha de tempo onde constam
poderiam ser utilizadas no desenvolvimento do simulador. as acções que cada aeronave tem de realizar (Quadro 1).
Existem dois tipos de tecnologias que são as mais
favoráveis: a utilização de mundos virtuais ou a utilização Quadro 1: Análise da aeronave F16 VIPER02 do
de tecnologias para o desenvolvimento de jogos. exercício TWR 1 VMC
data
Os required
mundos forvirtuais,
renderingemandparticular
executing a specific case
plataforma the movements of aircrafts and the decisions and actions a
scenarios for each trainee (it thus needs to provide LMS user Tempo
trainee Acção
should perform (and their consequences).
OpenSimulator, permitiam a criação de um sistema com
login data in the process). For instance, data telling the
capacidade This process will proceed
Localand be complemented
(Redondo)with the
simulator what exercisesà are
para ensino distância.
available for the trainee, which 00:00:00 de entrada
aircrafts are part assessment of AAR requirements by the CFMTFA trainers, in
Por sua vez,of each exercise, which
a utilização de actions are planned
tecnologias para order to ascertain the Passa
data exchange andinicial
storage
for them, and the role of
desenvolvimento de the trainee,
jogos, including the goals of theo
proporcionam 00:01:06 pelo ponto do requirments.
circuito
exercise. The simulator’s This will take into account ongoing work by a study group of
desenvolvimento de um LMS Sync Module
simulador com um alsoambiente
uploads
the00:01:42
IEEE standards committees
exercise results to the LMS systems’ Simulator Sync Module, Inicia athat seeks meia
primeira “to investigate
volta the
virtual 3D imersivo. potential of formalizing a standard set of technical
including information about the trainee’s progress and
specifications to allow simulations and/or games to be
Sendo assim, during
accomplishments optou-se por utilizar
each individual tecnologias de
exercise. 00:02:47 Ponto de Rotura – Início da final curta
launched and managed through SCORM-conformant content
desenvolvimento
The Simulation de jogos,
Module, sendo
besides a escolha
its main final a
task of rendering and Learning Management
Toca na Systems” [7]. para novo circuito
pista e arranca
plataforma Microsoft
data a simulation XNA
exercise devidoof ao
(actions the conhecimento da
aircraft involved, 00:04:04
(TG)
plataforma
airfield windpelos intervenientes
and weather no etc.),
conditions, desenvolvimento do
also ensures the VI. SCENARIO EXECUTION
projecto.
consistency of the exercise according to trainees’ actions. This 00:05:00 Início do SFO (Circuito de simulacro)
means that the scenario data must include either closed-loop Simulation of an air traffic control exercise must be closest
to reality Aproxima-se
as possible. In a real muito da asuperfície
scenario, da pista
bad instruction mas
from
events for non-trainee actions (e.g., “aircraft keeps performing 00:06:48
sem tocar (LA)
an air traffic controller may be catastrophic. To provide this on
Moodle
a closed circuit if not instructed otherwise”), or end-game
situations (e.g., “aircraft collide, simulation stops”). the simulator, it needs to both show the results of trainees’
O CFMTFA utiliza a plataforma LMS Moodle para 00:07:00 Início do primeiro circuito fechado (Closed)
decisions or inaction, and help them understand the overall
The Scenario
disponibilizar osCreator can bedas
conteúdos partdiferentes
of the LMSdisciplinas
system, as do
an context of the scenario (for instance, trainees are often unaware
interactive Web application, or as a standalone editing 00:07:50) Meia volta final
of differences between a pilots’ perspective and their own).
Centro de Formação.
application (we are still in the process of specifying this Toca
Neste Regardless
module). projecto of pretende-se que o simulador
the actual implementation, trainers seja
will For the moment,
00:07:55 we na
arepista e arranca
simplifying para novo
trainee’s circuito
interface to a
sincronizado com o aand plataforma (TG)
simple text-based command line. To send a command to an
create their exercises save themMoodle
in the para
LMSque um
system
formador
(currently, possa fazer
the sets a gestão and
of scenarios da exercises
disciplinaexist
no asMoodle
mere aircraft, a trainee Início
00:08:10 simplydo
writes in thecircuito
segundo desired command.
fechado (Closed)
text-based
como or schematic
habitualmente, e ao description
mesmo tempo in possa
non-executable
gerir os Real world scenarios must account for aspects such as
exercícios que os formandos podem praticar noscenarios
document files – pdf, doc, docx, odt, etc). The built
simulador. 00:09:00
weather conditions and wind. Meia
The volta finalinterface will
simulator
with a scenario creator will include both the simulation details, shows that information to the trainee, and the virtual aircraft
and the identification of goals for trainees to achieve, of events will00:09:05 Aterra
also be influenced by those na pista (FS)
conditions.
to record. de um exercício de formação
Análise Figure 6 shows the current interface of the simulator, still
A The
análise dos exercícios
Simulator de formação
Sync Module of the LMScomeçou
system com uma
organizes under development.
the simulation
assistência a umadata,
aulawhich was created
no Núcleo by theAéreo
de Controlo trainer, into
(NCA) Modelação
readable
no CFMTFA.data objects that can beseguiam
Os formandos providedotoexercício
the simulation.
atravésIt
will also provide entry points for the simulation
dos seus manuais enquanto os formadores davam novas to send data
Um dos primeiros passos no desenvolvimento do
about trainee’s
instruções. progress.
Após a aula foi fornecido por um formador do simulador é a modelação dos componentes/objectos 3D.
CFMTFA um documento que descrevia um exercício Foram modelados vários objectos incluindo uma torre de
básicoV.de controlo
DATA COLLECTION & REQUIREMENTS
aéreo (Figura 4). No entanto,ANALYSIS
o exercício controlo, um aeródromo e uma aeronave F16 (Figura 5).
Whenno
presente conducting
documento a simulation exerciseatravés
vinha descrito in a physical room,e
de siglas
trainers and usadas
expressões trainees nas
use aformações
document describing
que tiveram the exercise
de ser
(Figure 5). através
analisadas These exercise
da trocadocuments have all
de informação the ainformation
entre equipa da
about the aircraft involved
UTAD e a equipa do CFMTFA. and their behaviors.

Figure 6. Current simulator interface (under development).

VII. LMS INTEGRATION

Figura 4: Exercício TWR 1 VMC
Figure 5. Document of exercise TWR 1 VMC
However, the details in these documents are not a complete
match to the phases a simulator must go to, in order to render
the scenario – they assume specific items of knowledge which
are known to human model aircraft operators. Such documents
were converted into timelines and state diagrams, describing
Changes on the LMS system involved the creation of the
two modules mentioned earlier: the Scenario Creation Module
and the Simulator Sync Module. These were added to
CFMTFA’s current
Figura LMS system,
5: Modelação de Moodle.
uma aeronave no Blender
The Scenario Creation Module currently simply allows
trainers upload new scenarios for simulation and practice. At a
later phase, as mentioned, this may be improved with an
interactive Web application or with a standalone editing
application. So, currently we added to Moodle, a new type of
outline topic, the “simulation” (Figure 7), associated with a

134
page where it can be defined (Figure 8). The creation of a new
outline topic avoids the creation of a specific database for
recording simulations exercises. In this way data from a
simulation is stored in Moodle’s database as any other topic.
Figure 7. Moodle’s page for adding a new topic outline, with the new
“simulation” topic.
Figure 8. Moodle’s page for defining a new simulation.
Associated with the outline topic were created other pages
that allows trainers to assign new trainees to a simulation and
consult their results.
The Simulator Sync Module is a SOAP Web Service that
accesses the Moodle database, reads the simulation data and
organizes them into data objects to send to the simulator. This
module is also responsible for receiving the recorded exercises
from simulator and saving them into the Moodle database.
135
VIII. FINAL THOUGHTS
We are still developing a prototype to prove this
architecture. This prototype involves changes on our Moodle
platform, as described in chapter VII, and the development of a
computer simulator that interacts with the trainers. On Moodle,
we are currently adding the Simulator Sync Module and, on the
simulator, we just finished the interface design and we’re ready
to start developing the Simulation Module.
To improve the actual developed system, we’re considering
change the way scenarios are created. Creating scenarios by
HTML forms are not the most accessible way to do it. Instead,
an interface likely a Rich Internet Application interface will be
more efficiently and pleasant.
As well, some characteristics on this architecture may be
improved while the development of a prototype is in progress.
REFERENCES
[1] CFMTFA – AFTO/NCA, Training Manual – TWR, 3rd ed., January
2006.
[2] CFMTFA – NCA, Airfield Simulation Exercises, 3rd ed., November
2008, pp. 1.
[3] G. Frank, B. Whiteford, R. Hubal, P. Sonker, K. Perkins, P. Arnold, T.
Presley, R. Jones, H. Meeds (2004).Performance Assessment for
Distributed Learning Using After Action Review Reports Generated by
Simulations. In Proceedings of the Interservice/Industry Training,
Simulation and Education Conference. Arlington, VA, USA: National
Training Systems Association.
[4] J. Morrison, and L. Meliza (1999). Foundations of the After Action
Review Process, Special Report 42. Arlington, VA, USA: United States
Army Institute for the Behavioral and Social Sciences.
[5] T. Ribeiro, L. Morgado, and P. Simões (2010). “OpenSimulator’s
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course, Master Programme in Computer Science. Vila Real, Portugal:
UTAD.
[6] T. Ribeiro, L. Morgado, N. Faria, L. Leite, and P. Simões (2010).
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Portugal: UTAD.
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