Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

Loren Naffziger

Abstract

Low enrollment levels in vocational drilling training programs in the Arabian Gulf area have resulted in a talent gap, with little success in building and retaining national crews. With current simulation technology, it is believed that trainees' learning, motivation, and achievements will increase; however, further study is needed to determine if these conclusions hold. The purpose of this basic qualitative study was to explore how using simulation technologies influences trainees' learning, motivation, and perspectives about completing their education at an oil-field drilling rig’s vocational training facility. Davis’s technology acceptance model concerning user reception of information systems formed the conceptual framework. Semi structured virtual interviews were conducted with 10 purposely sampled drilling crew trainees. Data were transcribed, and manual descriptive coding was used to identify five themes that addressed the research questions. The first three themes reflected the ease and usefulness of teaching drilling application skills using the simulator technology. The other two themes applied to how using the drilling simulator motivated the trainees and made them eager to complete their studies. The study’s findings showed that drilling simulators are an effective teaching tool, creating an easy-to-operate, hands-on-the-job training environment and increasing overall competencies. Results from the study could inform drilling contractor training facilities’ leaders about the importance of increasing drilling simulation practices covering all possible drilling job activities. The use of drilling simulations could promote positive social change at the trainee level, the country’s drilling rig workforce level, and the regional level through better learning and understanding of drilling processes.

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