Designing Digital Learning for Maritime Communication: A Framework for Asynchronous Instructional Tool Development

Abstract

Human failure accounts for approximately 70 % of maritime accidents, with routine ship-to-shore communication frequently deviating from standardized international safety protocols. While required operational competencies are highly standardized by international regulations, a lack in research exists regarding how these communication skills can be effectively taught and maintained through the use of modern digital solutions. Conducted as part of the Chalmers D-SMART project, this thesis addresses this gap by investigating the core research question: "What might a framework look like for development of digital learning tools for Maritime Communication?". The study utilized a qualitative research design, gathering data through semi-structured interviews with maritime and Vessel Traffic Services (VTS) educators and operators. This empirical foundation was iteratively coded and analyzed alongside a qualitative literature review of 18 peer-reviewed articles screened via a PRISMA-adapted framework. The synthesized findings resulted in the development of the Maritime Communication Learning (MCL) framework, which organizes operational design insights into three core pillars: Determining Learning Content, Choice of Learning Approach, and Wider Design and Development Considerations. By incorporating cognitive principles, such as the Cognitive Theory for Multimedia Learning and Cognitive Load Theory into software design choices, the framework balances pedagogical rigor with technical constraints. The MCL framework functions as a practical guide for engineers, developers, or educators to design, implement, and evaluate asynchronous digital learning environments that enhance long-term skill retention and promote global maritime safety.