About
25
Publications
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Introduction
Postdoctoral research fellow focusing on maritime human factors. My areas of interest include - Human factors, Maritime Education and Training, Autonomous Shipping and Learning sciences. PhD in Nautical Operations, Masters in maritime management. Bachelors in nautical sciences. I have seafaring experience as a navigation officer for 7 years on oil tankers.
Current institution
Publications
Publications (25)
Simulators are an integral part of training in the safety-critical maritime industry. The simulated environment enables training in high-risk scenarios and standardized conditions and allows for data collection/observation that would be impractical in a real operational environment. In addition to simulators, eye-tracking and video recordings are u...
In the domain of Maritime Education and Training (MET), simulator training is a key component in imparting the requisite skillsets to prospective seafarers. The maritime instructors lead the process of simulator training for the trainees by setting up diverse scenarios, monitoring and scaffolding the execution , and facilitating post-simulation dis...
Collaborative learning in high-fidelity simulators is an important part of how master mariner students are preparing for their future career at sea by becoming part of a ship’s bridge team. This study aims to inform the design of multimodal learning analytics to be used for providing automated feedback to master mariner students engaged in collabor...
Collaborative learning in high fidelity simulators is an important part of how master mariner students are preparing for their future career at sea, becoming part of a ship’s bridge team. This study aims to inform the design of an intelligent learning system to be used for providing adaptive feedback to master mariner students engaged in collaborat...
The ongoing technological advances are offering new avenues of exploration for maritime education and training domain. The increase in automation and digitalization is also correspondingly changing the operational profiles for the seafarers working onboard merchant ships and their competence requirements for various functions. The approach to prepa...
Digital skills have become increasingly important in various sectors such as marine transportation. Changing job demands require the proficiency in digital skills to thrive in an increasingly complex 21st century work environments. Maritime domain has witnessed steady changes in the way education and training are delivered for preparing its future...
The education and training for the maritime industry require renewed focus in the face of technological changes and increasing digitalization. Artificial intelligence presents an avenue for further research that can positively impact efficiency and competence development. Among many applications of artificial intelligence in education, conversation...
![Levels of autonomy in MASS by IMO and associated human roles [33].](publication/355077959/figure/tbl1/AS:1076447691177984@1633656537041/Levels-of-autonomy-in-MASS-by-IMO-and-associated-human-roles-33_Q320.jpg)
Developing countries, despite being the major suppliers of maritime manpower, lag in their future-proof competence development. This study explores whether the current maritime education and training (MET) practices for marine engineering education in a developing nation are perceived as sufficient by the early-stage marine engineers. The current c...
Maritime Education and Training (MET) is an integral part of the global maritime industry, playing an essential role in ensuring that the sector is supplied continuously with a skilled workforce. The successful outcomes of the educational content delivery in MET institutes depend, to a certain extent, on the maritime instructor’s ability to create...
Due to steady advancement and implementation of digitalization and automation technology, autonomous operations are slowly pervading all transportation sectors. In maritime sector, the industry and regulatory bodies are in active debate regarding the implementation mechanism, the operational, regulatory and safety aspects of such changes. The intro...
The COVID-19 pandemic has brought unprecedented challenges to the maritime supply chain and called for accelerated adoption of digital technologies in various aspects of maritime operations, including the area of Maritime Education and Training (MET). This paper aims to discuss the current maritime simulator-based training and educational practices...
The emergence of autonomous ship technologies has attracted a growing body of academic studies, regulatory discussions and exploration endea- vours in recent years. With the introduction of new technology comes the need for the seafarers to be trained in its use. The purpose of this paper is 1) to examine the suitability of the International Conven...
The use of complex simulators is an essential part of Maritime Education and Training. Increasing digitalization provides new opportunities for developing simulator-based teaching. As future maritime operations require increasingly specialized and broad competencies, the maritime education community must adapt and provide effective, efficient educa...
Managing modern merchant vessels is quite challenging task for shipboard personnel, as well as for shore-based managers in shipping companies. The risks are more so accentuated in terms of vessels that carry dangerous and volatile cargoes, such as tanker vessels. Modern industrial disasters have demonstrated that organizations have a considerable r...
Maritime subsea operations have increased significantly in size and complexity during the last decades as a result of the advances in the offshore oil industry. Despite the fact that subsea operations can involve hundreds of personnel, working together with complex technology, limited research can be found regarding the operations in the available...
The increased automation and digitalization in maritime industry has gradually changed the operational environment of ships and the competences required for seafarers. In the era of autonomy, these developments may dramatically restructure the work processes and require new competences to be acquired by the personnel involved in ship operations. Th...
The role of the human element within complex socio-technical systems is continually being transformed and redefined by technological advancement. Autonomous operations across varying transport domains are in differing stages of realization and practical implementation, and specifically within maritime operations, is still in its infancy. This study...
Autonomous technological advancement is projected to be a major step change in the world of shipping, creating new opportunities and challenges for maritime authorities and all stakeholders in the maritime sector. In this paper, we aim to explore the influence of automation technology implementation on employment opportunities for women seafarers/o...
Maritime shipping transports about 90% of the international trade and is considered a high-risk industry. Among all daily operations carried out by merchant ships, navigation is deemed the most critical. With the ever-increasing dimensions of ocean-going ships and the threat possessed by dangerous cargoes in the event of an accident to individual l...
Maritime domain is one of the most high-risk industry and it predominantly employs simulator training as a means to train the prospective operators. Maritime instructors need to train students who will become future sharp end operators and interact in highly safety critical environment. One of the goals of maritime education is therefore to create...
As the sophistication and feasibility of implementing highly automated and autonomous technologies increases, the way in which the human element interacts and contributes to achieve a system’s goals continues to transform. The role of the human, including their required training, competencies and work tasks within complex socio-technical systems is...
Increasingly, Massive Multiplayer Online Games (MMOG) and Virtual Worlds are being utilized for development of key competencies and 21 st century skills in education. This paper is aimed at proposing a conceptual framework for the virtual world known as Second Life for potential application in Maritime Education & Training (MET). The need for devel...
Simulator-based training has witnessed considerable attention in recent years for the training of operators in the maritime domain and is employed by majority of nautical training institutes. IMO has published the model course 6.10 Train the simulator trainer and assessor which acts as a guideline and aims to promote uniformity in the simulator-bas...
Pilotage is considered as the most critical leg of navigation and a complex operation in maritime
domain. In this paper, we argue that Distributed Situation Awareness (DSA) is an important construct in
pilotage as the information required to carry out operations is distributed between agents and artefacts. We
identify the central themes from the th...
Questions
Questions (5)
Hi,
I recently used a validated scale to measure self efficacy on technology use of maritime instructors. The scale was originally developed for measuring self efficacy for a generic instructor. One of the reviewer of my submitted manuscript insist that a CFA has to be done. Although my initial motivation was to just measure their self efficacy scores on technology use. Therefore, i wanted to know whether conducting a CFA is mandatory in such cases?
Hi,
I am utilizing a questionnaire to measure self reported technology proficiency of individuals. This particular questionnaire has 34 items representing 6 sub scales (Containing 5, 5, 5, 5, 8, and 6 items respectively). I have a single output variable also. I am trying to make a correlation table with these 6 sub scales against the output variable and check for significance. My questions is what is correct approach to do this. As it has two layers of variable (6 dimensions representing 34 items) and i am trying to map them against one output variable. How can an aggregate correlation be calculated?
Recently, i was required to fill a self-progress report for my mid-term evaluation. One of the questions posed in the form was - "Which scholarly tradition (s) is the research project based on?". I think, i have a vague idea, what is being asked here. But can someone kindly explain in greater details, hopefully with some sources as to what does this term exactly means?
Hi,
I am trying to investigate if there is a difference between how students assess themselves in a learning activity versus how they are assessed by their peers. The context is a maritime simulator exercise where 2 students will be required to jointly navigate a ship in a simulator. At the end of exercise, i intend to administer two questionnaires to each student, in an effort to measure students performance as rated by themselves and by the other member in dyad. I want to know if there are any standard questionnaires designed to measure the same. I intend to adapt them for my research context. Any advise regarding this or suggestions will be heartily appreciated.
Amit
Dear All,
I am in early stages of conducting my systematic literature review. I am fairly confident with the articles i have identified while searching with key terms in database. However, for identifying the unpublished or "Grey" literature i am a bit unsure. How do you initiate this process. I am hesitant to write random emails to people who i believe are active. Also, the email replies take a long time to arrive as we all know. Any guidance by individuals having experience in this regard will be very much appreciated.
Regards
