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CALIFORNIA STATE UNIVERSITY
MONTEREY BAY
17-Mile Driving School Driver Education e-Training
CAPSTONE Report
Submitted in partial satisfaction of requirements of the degree of
MASTER OF SCIENCE in
Instructional Science and Technology
Jill Sweet
December 12, 2012
Capstone Approvals: (At least one advisor and capstone instructor should approve)
___________________________ ___________________________ _____________
Advisor Name
Signature
Date
___________________________ ___________________________ _____________
Capstone Instructor Name
Signature
Date
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Table of Contents
Executive Summary....................................................................................................................................... 3
Introduction .................................................................................................................................................. 4
Background ............................................................................................................................................... 4
Current Performance Levels ..................................................................................................................... 4
Problem Description ................................................................................................................................. 5
Learner Analysis ........................................................................................................................................ 5
Expected Learning Outcomes ................................................................................................................... 6
Literature Review .......................................................................................................................................... 7
Solution Description.................................................................................................................................... 10
Task Analysis ........................................................................................................................................... 10
Proposed solution ................................................................................................................................... 12
Instructional Gap..................................................................................................................................... 12
Applied Learning Theory ......................................................................................................................... 13
Media Components and Delivery ........................................................................................................... 16
Methods/Procedure.................................................................................................................................... 17
Completion Process .................................................................................................................................... 17
Resources .................................................................................................................................................... 18
Timeline/Progress Report ........................................................................................................................... 19
Evaluation and Testing Plan ........................................................................................................................ 20
Formative Evaluation .............................................................................................................................. 20
Summative Evaluation ............................................................................................................................ 21
Final Thoughts ............................................................................................................................................. 24
Appendices.................................................................................................................................................. 26
Appendix I: 17-Mile Driving School Usability Survey ............................................................................. 26
Appendix II: Facilitator Notes ................................................................................................................. 31
Appendix III: Survey Results ................................................................................................................... 33
Appendix IV: Explanation of Outliers ..................................................................................................... 34
Appendix V: Percent correct of pre and post-test responses ................................................................ 34
Appendix VI: Slide Review Reporting ..................................................................................................... 35
Appendix VII: Pre and Post-Test Scores ................................................................................................. 36
Appendix VIII: Improvement Reporting ................................................................................................. 37
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Appendix IX: Unit 5 Pre-Test .................................................................................................................. 37
Appendix X: Unit 5 Post-Test ................................................................................................................. 43
References .................................................................................................................................................. 50
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Executive Summary
The information that follows discusses the 17-Mile Driving School (17MDS) Project. The
goal of the project was to enhance the current program by moving some of the face-to-face
content to an online delivery system; thereby creating time to deepen instruction with the
addition of driving simulation and assessment.
Due to the extremely high collision rates among the 15-17 year-old target audience,
instruction must be engaging, thorough and effective. For engagement, learners interact with
the curriculum throughout the course by clicking rollover images, experiencing video, and
hearing from an appealing avatar. The client/subject matter expert (SME) reviewed the
curriculum, based on the requirements of the California Department of Motor Vehicles (DMV),
to ensure that all necessary instruction was included within each module. In an effort to ensure
the effectiveness of the training, learning theory has been applied to module design and
assessment.
Learning outcomes are detailed in a table, organized by unit. These outcomes are based
on content standards provided by the DMV. The SME provided the designer with text and
audio of the required curriculum. Using these resources, the designer created interactive slides
in Adobe Captivate. Weekly progress was shared with the client using email to attach the
current version link of the unit and to ask questions. Feedback from California State University,
Monterey Bay (CSUMB) faculty was also used to improve the project regularly. The project was
completed in stages according to the schedule included in the timeline section of this
document. Two unit modules were completed by November 12, 2012.
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Introduction
Background
17MDS is a DMV accredited driving school. Kristen Kellermyer, the owner, has been
teaching driving courses since 2003, is credentialed by the California Department of Education
and founded 17MDS in 2009. Currently, the 17MDS Driver Education Course is taught face to
face in a 4-day course, for 6 hours each day. The course is designed to reduce the extremely
high crash rate for novices in their first years of driving. A combination of in-class instruction,
self-study and parental involvement give participants an opportunity to gain experiences that
enable the driver to recognize and deal with hazards of the roadway environment. High quality
instruction is a priority in designing each component of the course experience, for both the
educator and parents of the learners.
Current Performance Levels
The current classroom program provides DMV approved curriculum and some
interactive driver training simulation. This provides learners with “behind the wheel”
experience to help them gain risk awareness and confidence in a safe classroom environment.
The driving simulations provide students with a variety of authentic driving situations for the
students to experience in a stress-free and safe environment, which the client has found to be
extremely effective for teaching students. Presentations by police officers, doctors, teens,
insurance agents and mechanics are also part of the instruction. Upon successful completion
of the driver education classroom session, the new driver is issued Driver Education Completion
and Driver Training Enrollment Certificates.
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Problem Description
The problem with the current course is that the time needed to fulfill the DMV required
curriculum prevents an increase in time for additional driving simulation and formal
assessment. These time constraints have limited the learners’ experiences taking written
driving tests, and informing them of content areas in need of further review. The client would
like to have the flexibility of adding these improvements to the course, without compromising
any curriculum, or quality education standards.
Learner Analysis
The “typical” driver education student is 15-17 years old. During this stage of
development, they view themselves as capable of handling adult responsibility and do not
understand, even sometimes, resent, when treated as a child. At this age, there is a need to
understand the “purpose and relevance of instructional activities.” (Pennington, 2008). By this
stage, these learners are better able to solve problems and understand the long-term effects of
their decisions. However, they tend to use these skills inconsistently (AMA, 2001).
Furthermore, it is expected during this time period, that rules will be questioned and
challenged. They want more control over their life, and are both excited and overwhelmed
about the responsibilities in their near futures; including the driving privilege. Furthermore,
teens within this age group have a much higher mortality rate than younger children, and the
leading cause of death and injury is motor vehicle accident.
According to the client, the typical 17MDS student has reliable access to a computer and
the internet. Furthermore, skill difficulty with an internet-based course is not anticipated, in
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that many of the students research their driver training courses online. To assist the learner in
assimilating to the course, design principles have been included such as contrast, repetition,
proximity and cues. While the types of tasks are repetitive, their location on the page is
adjusted to gain practice in the visual scanning skills needed for safe driving.
Expected Learning Outcomes
The DMV has divided the required curriculum into ten units, with 15-30 standards within
each unit. As an accredited driving school, 17MDS is required to cover all of the standards in
the driver education course. Standards published by the DMV are included as a link in the
Reference section of this document. Learning outcomes of all course units are described in the
table below. Two units will be developed for the Capstone project including units one and
five.*
Unit
1*
2
3
4
5*
As a result of this unit, students will be able to…
-Navigate through the course modules
-Discuss the general responsibilities associated with driving.
-Define the meaning of a driver license.
-Restate the importance of driver education.
-Explain physical and psychological issues of the driver; including
vision, hearing, emotional state.
-Discuss the effects of alcohol and drugs.
-Distinguish the natural forces acting on a vehicle while stopping,
maneuvering, and during a crash.
-Explain why certain features of a vehicle and maneuvers mitigate
the effects of crash forces.
-Interpret the purpose and meaning of traffic signs, signals, and
road markings.
-Restate the laws for obtaining a driver license, registering and
owning a vehicle.
-List the procedures for obtaining a driver license, registering and
owning a vehicle.
-Discuss the scope and general content of the California Vehicle
Code.
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-Describe a vehicle’s main systems and components in terms of
their purpose, safe and legal use, maintenance and certain
economic considerations; including vehicle purchase issues.
-Outline the impact of the automobile on society.
-Explain the rules of the road and safe driving practices.
-Classify issues dealing specifically with city and urban driving,
rural driving, and freeways.
-Examine the causes of accidents and how to prevent them.
-Explain defensive driving, financial responsibility, and accident
reporting.
-Describe issues related to sharing the roadway with other
vehicles, pedestrians, and animals. (Including motorcycles, large
trucks, emergency vehicles, school buses, construction equipment,
trolleys and trains.
-Explain the effects of alcohol and drugs on driving performance.
- State how the law treats driving under the influence.
-Discuss how to avoid accidents involving alcohol and drugs.
Presenting a portion of the course content in the interactive course modules, and the
addition of the driving simulator in the classroom satisfies the AAA recommendation for greater
use of technology use for instruction. Assessments provided in the module will inform both the
instructor and the learner on learner curriculum weaknesses for further review and study.
Ultimately, the desired outcome is a minimum passing score of 38 on the written provisional
driver license exam.
Literature Review
The AAA Foundation for Traffic Safety has created guidelines for evaluating driver
education programs using standards revised in 1999 by the Road Safety Educators’ Association
for consideration of driver education school accreditation. The standards associated with the
curriculum and training, and a discussion of their application in this project are as follows:
1. A clearly stated rationale (including a clear conception of the learner, society, and the
subject matter as well as a statement of the educational goals)
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A learner analysis has been presented in this document. Society is addressed using a
video of experienced drivers discussing teenaged drivers. Furthermore, some teenaged
driving statistics are discussed in this document. The curriculum used in the module is
based on the DMV published requirements. Clearly stated learning objectives, based on
DMV requirements, are presented early in the module.
2. The context of the course (level and subject matter)
The course has been designed to using the DMV published curriculum and presented in
a way that is appealing to the learner in the forms of developmentally appropriate
language and course design.
3. The content of the course (validation information)
17MDS is a DMV accredited driving school, which indicates that the content included in
the course meets the approved requirements.
4. A comprehensive list of intended learning outcomes
Each module contains a slide with the learning objectives for each unit. In addition, they
are specified in the Expected Learning Outcomes section of this proposal.
5. Location of where/how the course will be given
The portion of the course addressed in this proposal will be completed outside of a faceto-face classroom environment. Students will access the course from a computer
equipped with the internet, and locations will vary.
6. Course format (marrying content with teaching style)
The client for this project is also the instructor of the course. Because she discerned this
would be an effective solution to the difficulties faced with time constraints, and that
the client has participated in the design and subject matter of the course, it is
reasonable to expect that the course will complement her existing program.
7. How the candidates are to be evaluated, either a letter grade or a percent
Each module ends with a quiz on the content presented in it. Students will be required
to score at least 90% on the quiz in order to continue to the next module. Many of the
quiz questions have been provided by the DMV. This provides the learners with
experience answering authentic driver license test questions and were used by the
designer and SME as an assurance that the content of the course supports the learners
in passing their DMV test.
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(Road Safety Educator’s Association, printed by AAA, 2008)
The AAA Foundation, following review of a teen-driver fatality, published the following
recommendations for general driver education course improvement:
1. Greater use of technology for teaching and testing knowledge and skills in general, as
well as hazard identification in particular, in a self-paced, individualized, automated
way.
2. Greater use of decision-making theory and learning theory to modify risk-taking styles
and to demonstrate consequences of risky decisions.
3. Development of tools, models and instructional materials to promote parent
involvement in driver education.
(AAA, Teen Driver Safety)
The DMV maintains a YouTube channel that includes short videos aimed at student drivers.
Computer graphics and authentic road situations from the videos are useful additions to this
course, however, using the videos, alone is ineffective in that they are difficult to navigate and
no certificate for permit eligibility is offered for their viewing.
Recent research also suggests that parent education and parent-teen contracts and
interactions about driving are having positive effects on the safety attitudes and behaviors of
newly licensed, teenaged drivers, (Lonero, 2008). The designer suggests consideration of a unit
devoted to parents that includes information provided by Automobile Club and the National
Institute of Health.
A face-to-face interview of a recent, non-17MDS, online driver education graduate revealed
that the online course taken was not engaging, and provided no feedback for incorrect quiz
answers, (Sweet, 2012).
Preliminary slides and audio were made by the client, working with a personally known
designer. The first “draft” of the project included PowerPoint slides with background audio.
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Since contact was made with California State University, Monterey Bay (CSUMB) Instructional
Science and Technology Department, the text was edited and interaction and assessment were
added to the slides. The goal of this project is to provide driver education students with a
thorough, differentiated learning experience of the highest quality possible. Limiting the text
and narration as much as possible, without sacrificing necessary content and the inclusion of
age-appropriate visuals, videos, applied learning theory and interactions within the module
maximize the potential for learning engagement and success.
Solution Description
Task Analysis
As a result of completing the first unit, students will be able to successfully navigate
through the course modules to access all curricula embedded in the slides. Each subsequent
module will provide instruction for achievement of the unit’s learning using similar researchbased design principles including contrast, repetition, alignment and proximity, as well as
applied learning theory. The course content is as follows:
Unit 1
I.
II.
III.
IV.
V.
Driving: A privilege, not a right
A. Driver license, what it means to you and others
Vehicle operation is a serious responsibility
A. Vehicles are weapons
B. Parking is part of driving
Obeying the literal interpretation of the law
A. Importance of everyday laws
B. Stop and Yield signs
The key to safe roadways
A. Pedestrians
B. Common courtesy
Importance of driver training
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A. Help you learn the skills, knowledge, and attitudes needed for greater safety
B. Lowers your chances of being involved in costly, injurious, or deadly accidents
C. Reduces the costs of law enforcement, property replacement
Unit 5
I.
II.
III.
IV.
V.
VI.
Vehicle Code
A. Vehicle Code contains important additional laws that you must know if you own
or operate a motor vehicle
B. Code contains laws regarding the ownership, sale, operation, and maintenance
of vehicles and trailers
C. Requires DMV to license and/or inspect the operations of various driving and
vehicle related entities
D. The California Vehicle Code contains the laws and regulations governing the
licensing process, the expiration, renewal, suspension and revocation of a driver
license
E. Specifies towing regulations
F. Specifies hazardous materials transportation
Types of driver licenses and permits
A. Different types and classes of licenses and instruction permits are required and
issued for different types of vehicles
B. Different types of licenses and instruction permits are required and issued for
young drivers
Provisional driver license
A. Restricted hours
B. Restricted passengers
C. Testing requirements – written
D. Testing requirements – behind the wheel
Licensing Process
A. Requirements
B. Vision Test
C. Fees
After licensing
A. Renewals
B. Suspensions/revocations
C. Traffic violator school
D. Drugs/Alcohol
E. Traffic stop procedure
Auto ownership
A. Registration
B. License Plates
C. Change of Address
D. Accident Reporting
E. Liability
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Proposed solution
The proposed solution was to develop a blended online and face-to-face course that is
internet accessible, and can be started at any time. Closed captioning was included to make
the course available to hearing impaired students. The rationale behind this proposed change
is that moving some of the instruction online will create face-to-face time for driving simulation
and formal assessment, without increasing the face to face requirement, as the learners will
complete the modules at home. Each online unit is designed for students to complete without
the assistance of an instructor. Students can decide when to complete the modules, however,
a minimum score is required in order to gain access to the subsequent module, and the driver
training course certificate will not be awarded until all modules and the in-person classroom
hours have been completed.
Instructional Gap
In order to fill the instructional gap, the client and designer created online modules for
presenting course content outside of the classroom. In order to accomplish this, the designer
and client worked together to pare down the DMV curriculum text, add interactivity and
assessment to the course to present the material in a visual environment that engages the
learner. For this Capstone project, two units of 20-60 slides each were created. Instructional
theory was applied that considers learner characteristics and the instructional objectives.
Instruction and Learner Performance standards published by the International Association for
K-12 Online Learning (iNACOL), Quality Online Programs were also applied, with emphasis on
those associated with student access and assessment. The link to the standards is provided in
the Reference section of this proposal.
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Applied Learning Theory
Consistent with the course development recommendations published by AAA, Teen
Driver Safety, research-based learning theory was applied to the development of this project.
The primary theory applied is Cognitive Development Theory (CDT). Recent brain research
principles and a small amount of Behaviorism and Social Learning Theory are also present in the
rationale for some design choices.
Due to the complex and unpredictable nature, characteristic of the target audience, it
was crucial to select a learning theory that considered learner characteristics. The CDT does so,
by articulating stages of learning capability. According to the CDT, the target audience is
predictably in a “formal operational stage,” which means that they can “reason from
hypothetical to concrete,” (Gredler, 2009). This assertion is vital to the success of the learning
objectives, in that the physical well-being of the learner (and the other drivers he/she
encounters) relies on the ability to apply learning from the course to authentic driving
experiences. Road sign images can be recognized, and video driving situations can be imagined
in authentic context.
Cognitive Development Theory identifies physical environment as one of four
components in the learning cycle. (Neuroscience uses the term “sensory input.”) This is what
enters the brain to be processed (sight, sound, touch, smell and taste). Both the physical and
virtual learning environments were considered during the design of the project. Because the
course will be completed in their home, distractions are likely to be present; such as televisions,
music and family members. Each slide of the course includes interactivity or other engagement
strategies such as video, audio and images to assist the learner in remaining focused on the
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instruction. Audio content prevents the learner from listening to music or the television while
completing the course if they want to pass the quiz at the end of the module. Rollover boxes of
text and audio keep the learner physically connected to the module.
The concept of schemas requires the consideration of learners’ prior knowledge and
seeks to build on that existing foundation. The entire curriculum presented in this unit builds
on existing schemas. The learners have seen road signs, but, perhaps, never fully understood
their meaning. Learners may be excited about the perceived freedoms of the driving privilege,
but may have not fully considered its consequences. The course adds to the learners driving
schemas by communicating a new perspective – that of the driver. Furthermore, self-reflection
is present in some informal questions presented to the learner. These provide the learner with
a learning structure which allows them to unconsciously locate and articulate their existing
schema; placing them in the mental position for assimilating and accommodating.
Furthermore, immediate feedback is provided for both the informal questioning and required
quizzes.
Learners are unconsciously motivated to seek equilibrium when new information is
presented that challenges their existing schema. For example, two common misconceptions of
driver education students are that most accidents occur on the freeway and that parking is not
a part of driving. The course begins with a video of experienced drivers expressing their
opinions of teenaged drivers. Because it is not uncommon for teens to believe they “know it
all,” this will challenge their existing schema, and motivate the learner to seek the new
information needed to re-achieve equilibrium.
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“Stress and threat affect the brain, and it is influenced differently by peace, challenge,
boredom, happiness, and contentment. Anything that affects our physiological functioning
affects our capacity to learn, (Caine, 1990). One example is a slide that discusses where and
why most accidents occur. An admonishment by the avatar at the end of the slide, “Choosing
to stop completely can mean the difference between life and death,” is accompanied by an
image of a roadside grave. The warning is delivered in a subtle way to influence a minimal
amount of stress, as opposed to a photo of a dead teenager at the scene of an accident which
would cause a high level of stress, thereby, possibly impeding learning.
The social influences in the online portion of the course were considered using
Bandura’s research on the desire to imitate, or not imitate, based on the learner’s perception of
the “model.” In this unit, “Darla Driver” was created to provide much of the audio. Darla is
slightly older than the learner and she is dressed like a young adult in order for her to have a
peer influence. She is not an older adult “preaching” to her students, nor is she a cartoon
animal that would seem silly by the learner and not taken seriously. She dresses in “trendy”
clothes, as well. Subsequent units may have different avatars, with similar characteristics. For
driving “don’ts”, the models are not presented in an unattractive manner. They do not appear
smart or responsible, which, according to theory, decreases the likelihood of their actions being
repeated by the target learners.
Behaviorism is also present in the project with the form of quizzes. The fact that a
learner’s failure to pass the quiz denies access to the next course module, until the current quiz
is passed, aligns with the theory. Passing, on the other hand, allows the learner to proceed to
the next module. This is the desired, or pleasurable, outcome of the learner’s action, which is
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likely to reinforce the behavior that caused the positive result. If, however, the student does
not pass the quiz, he is required to review the course, and re-take the quiz. This is not the
desired outcome. Furthermore, each formal quiz response triggers feedback. If the question
was answered correctly, positive, encouraging feedback pops-up. When an incorrect response
is submitted, feedback appears that informs the learner the response was incorrect, and directs
the learner to the slide in need of review. According to the theory, the learner will be more
motivated in the future to make changes to their actions in an effort to elicit the desired
outcome. While subtle discomfort may exist with this approach, the design was intended to
emphasize positive consequences, rather than the negative. Three other examples of the
theory also exist in the “body” of the module. In the first slide, teen drivers are described
unfavorably by seasoned drivers. In this case, the students in the course are being “punished”
for the actions of others. Learner characteristics predict a motivation to change the reputation
of teen drivers to affect a more favorable impression to others. In addition, two slides include
informal questioning of the learner’s knowledge of driving. While no actual consequence exists
if the learner is unable to answer the questions correctly, an incorrect response does not
produce the same positive feelings associated with a correct answer. The typical target learner
of this course possesses an unconscious desire to be “right.”
Media Components and Delivery
The media components used in the Captivate project are video, voice/musical audio and
images. Voice audio files were recorded by the client as .bip files and were edited in Audacity
then inserted in Captivate. Some video was obtained and sent by the client to the designer,
and some video clips from the DMV YouTube channel were converted to .flv using YouTube
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Downloader HD. The text, audio, video and images were selected and embedded to add
interactivity for engagement of the learners. When necessary, image alterations were made
using Adobe Photoshop. Final versions of the completed units were uploaded to the CSUMB
server.
The avatars used in the module were created at Voki.com using the audio files supplied by
the client. The avatar videos are recorded using CamStudio Recorder as .avi files and converted
to Flash by Adobe Media Encoder to be compatible with Captivate.
Due to unreliability issues with Captivate quiz reporting, the quiz in the module is used as
practice for the learner. After taking the practice quiz and reviewing the slides, the user is
presented with a link that closes the module and opens an identical quiz in Google Forms.
When submitted, the quiz responses are automatically recorded in a Google Spreadsheet that is
accessible by the client for tracking student progress.
Methods/Procedure
Completion Process
Using Adobe Captivate, design principles and the learning theories discussed in this
proposal, the course units transform the DMV curriculum text into an interactive experience.
Features of the project include video, audio, interactive images and assessment. Each module
begins with an attention-getting video. Each unit’s text slides, audio and video, were imported
by the designer into Captivate and interactions in the form of click and rollover boxes were
added. Audio training utilizes the client’s voice recordings but is delivered by an age-appealing
avatar. Each module is designed to be completed by the learner without the assistance of an
instructor/trainer. While the background and interaction types remain consistent among all
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units, some cues are embedded. For example, on slides with voice and/or video, an ignition
sound plays when the slide is complete. Unit section slides include background music to alert
the learner that the content focus is shifting.
Learner engagement strategies include informal question slides to gain attention and to
activate prior knowledge. Following attempts at answering these questions, the learner will
receive textual feedback that congratulates them for answering the question correctly, or
directs them to the slide number to review before re-taking the quiz. A table of contents has
been included to provide ease of navigation for the learner. Their success is measured by
assessment in the form of quizzes. The quiz questions were obtained from the client and from
the DMV sample questions provided on their site. A variety of question types are presented,
including true/false, multiple choice and fill-in-the-blank. Quiz results are reported to the client
via Google Forms in order for the client to track learner progress. Learner expectation of the
quizzes will supply an additional degree of attention.
Progress on the project aligned with the timeline following this section. It was expected
that progress would gain momentum following designer’s mastery of the skills needed to
complete the project. The first unit was used as a “template,” to ensure consistency
throughout the units.
Resources
The resources needed to complete this project were time, software, technical skills, subject
matter expertise, test subjects and test subject compensation. The designer allotted six hours
each week and submitted progress to the client usually on a weekly basis in order to obtain
subject matter accuracy and design feedback. Software resources had already been
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purchased. Software assistance was obtained by the designer from a training resource
(Lynda.com), peers, faculty and other web resources such as Adobe Help and tech blogs.
Subject matter expertise was provided by the client, and design support was obtained from
faculty and peers. Usability tests and surveys were completed by volunteer teenagers, known
to the designer, and compensated $10 for their participation.
The technical skills required to finish the project were working knowledge of Adobe
Captivate and Photoshop, as well as the ability to post the product to an internet server. These
skills were acquired in the Multimedia Instruction course. Video and audio recording and
editing skills were also needed. These were obtained from participation in the Multimedia
Tools: Audio and Video course.
Timeline/Progress Report
Deliverable
Date Range, 2012
Unit 1- First Draft
February 1 – March 10
Unit 1 – Final Draft
March 11 - April 29
Unit 1 - User Testing
May 2-7
Unit 1 – Usability Evaluation
May 8-11
Unit 1 – Final Edits
May 12-15
Unit 1 - Completed
May 15
Unit 5 – First Draft
June 5 - July 31
Unit 1 – Learning Assessment
July 21 - 25
Unit 1 – Data Analysis
July 26-31
Unit 1 – Add Additional Narration
October 6
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Unit 5 – Final Draft to client
November 12
Unit 5 – Learning Evaluation
November 20-25
Unit 5 – Final Edits
December 1-5
Final Version Uploaded
December 7
Project Completion
December 7
Evaluation and Testing Plan
Formative Evaluation
According to the timeline discussed in this proposal, a usability test was conducted for
the first unit module with the objective of identifying hardware and design usability issues. Six
subjects were used for usability data collection. The learner characteristics matched the end
users’ as an equal genders mix with an age range of 15-17 years old. Test subjects were
persons known to the designer.
In order to answer questions and hear informal comments, three test subjects gained
access the course from the designer’s home computer in the presence of the designer. The
other three subjects accessed the course from their home computer to identify potential
hardware variation and learning environment issues.
A brief online survey in Google Forms was completed before the test that collected
information on gender, age, learning environment, previous online learning experience and
interest/attitude descriptions. A feedback survey, also a Google form, was also completed
immediately following the test to collect ratings and usability feedback. The information was
used by the designer to make necessary improvements to the module.
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During the test, the functions of the prototype worked as planned. Videos and audio
loaded as expected. Rollover boxes and text captions appeared as intended. Users spent 6-12
minutes on the module. Participants in the formal usability tests did not experience any
environmental or technical issues that impeded instruction. User reaction was very favorable.
Expecting to be “bored” by it, users reported they were pleasantly surprised by the module.
Most responded they “would recommend to a friend without change,” and one would
recommend with a few changes. Participants reported that the training was worthwhile and
easy to use. None reported a need to “get back on track’ following an error. Surveys indicate
that the “information was presented in a logical way,” and the quiz matches the content. Quiz
feedback reporting was inconsistent. One user reported needing more information in the
feedback when a question was answered incorrectly and another, that the feedback was not
noticed.
Based on module quiz scores, overall effectiveness of the module was high. Participants
scored 80-100% on the quiz, indicating that the user interacted with the instruction, and the
instruction was effective for achievement of the learning outcomes. Time on task exceeded
designer expectations. Participants spent between six and twelve minutes on the module. This
supports the feedback that users did not experience difficulty in navigating through the course
or interacting with the curriculum. Test instruments and detailed results are included as
Appendices I - IV.
Summative Evaluation
To measure the success of the modules for assisting users in achieving the learning
objectives, learning evaluations were also conducted for each unit. The process involved typical
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learners accessing an evaluative version of the course uploaded by the designer to the CSUMB
server. On the first slide of this version, a link was present that opens a new window containing
a pre-test. With the exception of a name entry and browser identification, the questions on the
pre-test were identical to the quiz questions contained in the module. Following completion of
the pre-test, the user returned to the course to complete it, including the quiz embedded in the
module. Feedback for incorrect answers provided users with the number of the slide that
contains the information needed to answer the question correctly. Users, then, could review
those slides in preparation of re-taking the quiz. Once the user had finished reviewing, a posttest link was presented. This link removed the user from the course and took them to the final
version of the quiz. This version was identical to the pre-test; with the addition of a question
asking how many times the slides were reviewed prior to taking the final quiz. Google Forms
collected the information in a spreadsheet accessible to the designer for learning data analysis.
To assess the learning effectiveness of both modules, responses to each quiz question
on a pre and post-test were compared by topic, and overall scores were also analyzed for the
general success of the instruction. 100% of test subjects scored higher on both post-tests than
their pre-tests in both learning evaluations, indicating that the instruction is effective in
preparing learners for the module quiz. Based on a passing score percentage of 90%, the pretest success rate for the first unit test population was 10% and for the second, 0%. Comparison
to the pass rate of 90% on the test following instruction in both units indicates successful
instruction; however, an examination of the significance of the improvement is also important.
Based on the null hypothesis that the instruction will have no effect or a negative effect on
learning (H0: µ1 ≥ µ2), a t-test was conducted and is included as Appendix IV. The t-value of
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23
unit 1 returned from the test was -5.905. At significance level: α.05, and critical t: t2.262, the
null hypothesis was rejected, as the absolute value of the t-statistic is greater than the critical
value, indicating significant improvement. Data analysis tables and graphs are included as
Appendices V - VIII.
t-Test: Paired Two Sample for Means
Mean
Variance
Observations
Pearson Correlation
Hypothesized Mean
Difference
df
t Stat
P(T<=t) one-tail
t Critical one-tail
P(T<=t) two-tail
t Critical two-tail
Variable 1
Variable 2
6.3
9.6
3.122222222 0.488888889
10
10
0.197853247
0
9
-5.90584486
0.000113709
1.833112933
0.000227418
2.262157163
Usability feedback was requested from the unit 5 test subjects to pinpoint textual errors
and technical functionality. The majority of the feedback was favorable however, a few
malfunctions were articulated. Much of the malfunction was likely caused by internet or
computer speed, as some of the videos paused for buffering.
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24
Final Thoughts
The unit modules described in this document are ready for immediate implementation
by the client if she chooses to use the units as they are completed. It is recommended that the
first unit be completed prior to the first face-to-face meeting. In fact, the link could be provided
at course registration to both satisfy the eager participant, and provide comfort and enjoyment
for the apprehensive one. The client will "go live" by implementing the program with a group
of five students. These students will be allowed to proceed at their own pace, using their
personal learning style. Contact between students and instructor will occur, encouraging active
learning and customized feedback relating course material to the students' local roadways.
Student centered teaching methods will be used by assigning projects that will be shared during
face-to-face instructional time.
Data will be gathered, throughout the course, from the test group and performance will be
evaluated through the California DMV written permit exam. Based on student feedback and
instructor experience, the client will decide what further refinements will be needed, if any.
Completion and implementation of the additional units should be adopted at a pace
chosen by the client. If the preference is to adjust slowly, the current part-time designer can
complete a unit in about 60 days. If a brisk pace is preferred, the client may choose to contract
with a company that can provide a full time designer to expedite the process.
While the assessment data supports that the training is a highly effective instructional
delivery system, limitations do exist. First, because the files are Flash based, additional
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25
modification may be required for use on Apple products such as iPad and iPhone. The ever
increasing popularity of these devices will eventually demand an effective conversion process.
Despite discussion and experimentation of the eTraining products created in Captivate with the
iPad by some of my classmates and me, we have not yet perfected the products for use in these
systems.
Furthermore, while the client is currently pleased with the flexibility of administering
the final quizzes in Google Forms, it is likely that the hand scoring of them may become a
cumbersome labor. In addition, if a need arises where a quiz question needs to be modified,
both the Captivate file and the Google Form will need to be updated. The effect on the
reporting spreadsheet of adding or deleting a question is unclear. Following implementation,
the client may consider upgrading her Adobe product repertoire to include a more
sophisticated method of reporting.
The greatest limitation is the variation of the end users’ computers. Differences in RAM,
security settings, FLASH versions and settings and operating systems are difficult to
accommodate. The client can provide minimum system requirements to her students,
however, these are often overlooked and technological competence is difficult to predict.
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26
Appendices
Appendix I: 17-Mile Driving School Usability Survey
Thank you for evaluating the usability of this course! Your feedback will provide us with
the information necessary to publish an excellent product. Please be as honest and
descriptive as possible in your responses.
1. Which of these describes your gender?
o Male
o Female
2. How old are you?
o 15
o 16
o 17
3. When did you complete the course?
o
o
o
o
Between 6am and 6pm
Between 6pm and 9pm
Between 9pm and midnight
Between midnight and 6am
4. Have you already taken a driver education course?
o Yes
o No
5. Please describe anything that did not work like it was supposed to work. * If
everything worked, please type "NA"
6. The volume of the music was...
o Just right
o Too loud
o Not loud enough
7. The volume of the voice audio was...
o Just right
o Too loud
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27
o Not loud enough
8. Please rate your opinion on this statement: "The module was easy to use."
1
Strongly disagree
2
3
4
5
Strongly agree
9. How easy was it for you to FIND the information on the slides?
10. Please describe when information was difficult to FIND. If never, please type "NA"
11. How easy was it for you to READ the information on the slides?
12. Please describe when information was difficult to READ. * If never, please type "NA"
13. How easy was it for you to proceed through the course?
o
o
o
o
It was always easy
It was usually easy
It was difficult sometimes
It was difficult often
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28
14. If you made a mistake during the course, how easy was it for you to get back on
track? If you did not have any experience with this, please mark a 3.
1
Very easy
2
3
4
5
Very difficult
15. How would you describe the pace of the course?
o
o
o
o
o
It was about right
It was a little fast
It was too fast
It was a little slow
It was too slow
16. Please rate your opinion on this statement: "I found the module informative."
1
2
Strongly disagree
3
4
5
Strongly agree
17. Please rate your opinion on this statement: "The information was presented in a
logical way."
1
Strongly disagree
2
3
4
5
Strongly agree
18. How effective was the voice audio for helping you learn?
o
o
o
o
Very effective
Effective
Not effective
What audio?
19. How effective were the videos for helping you learn?
o
o
o
o
Very effective
Effective
Not effective
What videos?
20. Please rate your opinion on this statement: "The quiz questions accurately assessed
the course content."
1
Strongly disagree
2
3
4
5
Strongly agree
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29
21. Which of the following describes your opinion of the quiz feedback.
o I noticed the pop-up feedback indicating which slide to review when I answered a
question incorrectly.
o I did not notice the pop-up feedback indicating which slide to review when I
answered a question incorrectly.
o I noticed the pop-up feedback, but I needed more information than directions to a
slide.
o I did not answer any questions incorrectly.
22. How would you rate the age appropriateness of the course design?
o
o
o
o
This course seems to be designed for someone under 12
This course seems to be designed for someone 12-15
This course seems to be designed for someone 15-17
This course seems to be designed for someone over 18
23. Please list the features of the course that influenced your choice in the previous
question. * Colors, Images, Audio, Interactions, Music, etc.
24. How worthwhile was this training as an introduction to driver education?
1
Not worthwhile
2
3
4
5
Very worthwhile
25. Which of the following describes how you would feel about recommending this
course to a friend?
o I would recommend the course exactly how it is.
o I would recommend the course with a few adjustments.
o I would NOT recommend this course to a friend.
26. If you were the course designer, what would you change? If nothing, please type
"none"
27. Please rate your opinion on this statement: "If I were choosing an online driver
education course, I would choose this one"
1
Strongly disagree
2
3
4
5
Strongly agree
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30
28. How would you rate your enjoyment of taking this course?
1
Not enjoyable
2
3
4
5
Very enjoyable
29. Please rate your overall impression of the course.
1
Cheesy
2
3
4
5
Professional
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Appendix II: Facilitator Notes
Interaction Observations
In-task User Comments
Time on Task
Quiz Score
Was the course module
what you expected?
Do you have any
additional comments?
Other Facilitator Notes
Interaction Observations
In-task User Comments
Time on Task
Quiz Score
Was the course module
what you expected?
Do you have any
additional comments?
Other Facilitator Notes
Interaction Observations
In-task User Comments
Time on Task
Quiz Score
Was the course module
what you expected?
Do you have any
additional comments?
Other Facilitator Notes
User 1
Tried to click text box to continue instead of button –
slide 2.
None
12 minutes
9/10
No. I thought it was going to be like a PowerPoint.
It was hard to read the boxes when there was singing
in the background.
You made this? Wow. It was really interesting.
When checking the survey results posts, I noticed that
3 questions were unanswered. Adjustments were
made to the form to ensure all questions were set to
“required.”
User 2
Slide 4: Clicked “next” before all directions loaded.
Slide11: Clicked “Next” before video loaded.
None
6 minutes
8/10
No. I thought it was going to be boring, like, just
reading and answering questions.
I didn’t know it was going to be fun.
None
User 3
Completed all interactions
None
10 minutes
9/10
No. I thought it was going to be like the online class I
took where you read and answered questions.
In the class I took, if you got a question wrong, you
could just keep clicking answers until you got the right
one and I didn’t feel like it helped me. In this one, it
told you what to review so you could see if you really
learned it when you take the quiz again.
None
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Interaction Observations
In-task User Comments
Time on Task
Quiz Score
Was the course module
what you expected?
Do you have any
additional comments?
Other Facilitator Notes
Interaction Observations
In-task User Comments
Time on Task
Quiz Score
Was the course module
what you expected?
Do you have any
additional comments?
Other Facilitator Notes
User 4
Slide11: Clicked “Next” before video loaded.
Sang along with the music
10 minutes
9/10
No. I thought it was going to be boring, like the class
I am taking at school. I thought I would fail.
I wish my school used this. I hate the class I am in.
None
User 5
Completed all interactions
I don’t like the blinking words – they are kind of
distracting
12 minutes
10/10
No. This was more like playing a game than taking a
class.
I liked everything except the blinking.
User approached the test seriously and was careful
before moving on.
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Appendix III: Survey Results
*Indicates inappropriate response, NR indicates no response (survey edited after 1st user to include
answer requirement for these questions)
Gender
Age
Time
Taken DE?
Functionality
Problems
Music Volume
Audio Volume
Ease of Use
Find Info
User 1
F
15
1:00pm
No
User 2
M
16
3:45pm
No
User 3
F
17
4:30pm
Yes
User 4
M
16
5:45pm
Currently
User 5
F
16
6:45pm
No
N/A
Just Right
Low
NR
Liked it *
Just Right
Just Right
3
N/A
Just Right
Just Right
5
N/A
Just Right
Just Right
5
N/A
Just Right
Just Right
5
Most
Easy
All Easy
All Easy
Most Easy
All Easy
More than
1 box
All Easy
N/A
Find Difficulty
Read Info
Read difficulty
Ease of Process
Error Recovery
Pace
Informative
Logical
Audio
Effectiveness
Video
Effectiveness
Assessment
Accuracy
Quiz Feedback
Age Appropriate
Age Influence
Worthwhile
Recommend
Change
Choice
Enjoyment
Impression
N/A
All Easy
N/A
N/A
All Easy
N/A
N/A
All Easy
N/A
Always
3
About
Right
NR
NR
Always
2
About
Right
4
4
Very
Effective
Always
5*
About
Right
5
5
Very
Effective
Very
Effective
Always
3
Little
Slow
5
5
Very
Effective
Effective
Effective
5
4
Noticed
15-17
5
Need
More
12-15
Interactions
5
How it Is
N/A
5
5
5
Images
5
How it Is
N/A
4
5
3
Effective
Very
Effective
NR
Noticed
12-15
Images,
Audio
4
How it Is
N/A
3
4
3
Effective
4
Did NOT
Notice
15-17
Music,
Videos
4
How it Is
N/A
4
4
3
N/A
1-2 difficult
Blinking
Words
Always
3
About
Right
4
4
Effective
Noticed
15-17
Music, Video,
Information
4
Few Adjust.
Blinking Text
3
4
4
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Appendix IV: Explanation of Outliers
Appendix III reports participant survey responses. Some responses were not
analyzed due to an inappropriate or missing response. When facilitator viewed the
responses of the first user, it was noted that three responses were left unanswered.
Designer double-checked that all questions in the survey were set to “required” and no
future surveys were affected by the technicality. User 3 rated “recovery after a mistake”
as “very difficult”. When questioned following the survey, the participant responded that
she meant to type a “3,” as she did not make any errors that required recovery. Finally,
User 2 responded, “I liked all of it,” in response to the question, “…describe anything
that didn’t work like it was supposed to.”
Appendix V: Percent correct of pre and post-test responses
(Based on ten responses for each question for unit 1)
1.
A driver license is a...
Pre-Test: 70%
2.
Difference +30%
Post-Test: 100%
Difference ±0%
Post-Test: 100%
Difference +30%
Yield means...
Pre-Test: 70%
5.
Post-Test: 100%
Driving safely includes how and where you park your car.
Pre-Test: 100%
4.
Difference ±0%
Which of the following is/are a reason(s) why driver education is required?
Pre-Test: 70%
3.
Post-Test: 70%
The traffic laws and rules of the road address all driving situations.
Pre-Test: 30%
Post-Test: 100%
Difference +70%
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35
6.
If you are a minor, your ________ are financially responsible for your driving.
Pre-Test: 100%
7.
Difference ±0%
Failing to yield the right away can result in serious injury or ___________.
Pre-Test: 50%
8.
Post-Test: 100%
Post-Test: 90%
Difference +40%
Most accidents occur on the freeway.
Pre-Test: 40%
Post-Test: 100%
Difference +60%
9.
The main purpose of driver education is to gain the skills, knowledge and attitudes
needed for greater safety.
Pre-Test: 100%
Post-Test: 100%
Difference ±0%
10.
Texting while driving is okay when...
Pre-Test: 0%
Post-Test: 100%
Difference +100%
Appendix VI: Slide Review Reporting
(Unit 1)
Times
Reviewed
0
1
2
3
Percent of
Participants
10%
60%
20%
10%
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36
Appendix VII: Pre and Post-Test Scores
(Unit 1)
Student
Brianna
Ryan
Alejandro
Destiny
Nolan
Alejandra
Mark
Natalie
Marisol
Tyler
Pre-Test
Score
5/10
8/10
7/10
5/10
7/10
8/10
6/10
4/10
4/10
9/10
Pass
Y/N
N
N
N
N
N
N
N
N
N
Y
Post-Test
Score
9/10
10/10
10/10
8/10
10/10
9/10
10/10
10/10
10/10
10/10
Pass
Y/N
Y
Y
Y
N
Y
Y
Y
Y
Y
Y
Times
Reviewed
2
1
1
3
1
1
1
0
2
1
%
Difference
+40%
+20%
+30%
+30%
+30%
+10%
+40%
+60%
+60%
+10%
Time
Spent
14 min
15 min
20 min
17 min
10 min
8 min
20 min
18 min
24 min
10 min
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37
Appendix VIII: Improvement Reporting
Data Analysis of Improvement
Percentages
Graph representing pre-test and post-test scores
Appendix IX: Unit 5 Pre-Test
Please type your first name and last initial (ex: Mickey M.) *
Have you ever taken a driver training course? *

Yes

No
Please describe the computer you are using *

PC

Mac

iPad
Please describe the browser you are using *

Internet Explorer
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38

Mozilla Firefox

Safari

Other
Have do you rate your computer skills? *
1
2
3
4
5
No skills
People often come to me for help
During the first twelve months after you are licensed, you may: *



Transport minors at any time
Transport minors between 11 pm and 5:00 am, if you are accompanied by a licensed
driver 25 years of age or older .
Drive at any time
Provisional license applicants who fail the written test are required to review the DMV handbook
and can retest in 3 days. *

True

False
Provisional license applicants who fail behind-the-wheel drive test are required to practice
driving with an experienced driver and can re-test after two weeks. *

True

False
The Provisional Driver License is based on the following concepts: *



A set of restrictions on all drivers in place forever
A set of restrictions on new drivers, under age 18, that are gradually lifted as
experience is gained
A set of restrictions on new drivers, that last for 5 years
The Provisional restrictions are designed to minimize which of the following? *
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39

Your exposure to risk

The chance of you experiencing road rage

Neither
Which of the following is part of the provisional license program for one year? *

Restricting night driving from 11pm through 5am

Limits on peer passenger(s)

It is against the law to use a cell phone/hands free device while driving

All of the above
The document to study in preparation for your written license test is *

DMV SR-1 Form

CA Vehicle Code

DMV Driver Handbook
A peace officer stops you because he suspects you are DUI. You refuse to take a chemical test.
What happens now? *

Your driving privilege will be taken away

You will receive an additional fine

You will not allowed to post bail
Which of the following offenses may result in a license suspension OR revocation? *

Failing to stop at the scene of a collision in which you are involved

Driving under the influence of drugs or alcohol

Failure to show proof of insurance if involved in an accident
Which of the following offenses may result in a license suspension? *

Failing to stop at the scene of a collision in which you are involved

Driving under the influence of drugs or alcohol

Failure to show proof of insurance if involved in an accident
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40
Which of the following offenses may result in a license revocation? *

Failing to stop at the scene of a collision in which you are involved

Driving under the influence of drugs or alcohol

Failure to show proof of insurance if involved in an accident
A person between 13 and 18 years of age may have their driving privilege ________________
for one year for being a habitual truant. * Choose the correct word to fill in the blank

revoked

suspended

refused
Which of the following will result in a “Negligent Driver” classification? *

4 points in 18 months

6 points in 18 months

6 points in 24 months
Which of the following violations does NOT result in 2 points against your driving record? *

Speeding ticket

Reckless Driving

“At Fault” collision involving injury
If your driving record shows you failed to appear in court after receiving a traffic ticket, DMV
will *

Suspend the registration of the vehicle you are driving

Suspend your driving privilege until you appear in court

Restrict your driving privilege
When a school bus with its red lights flashing is stopped ahead on your side of the road, you
must: *
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41

Stop until you think all the children are unloaded

Change lanes, drive slowly, and pass cautiously

Stop until the lights stop flashing
You are being chased by a police vehicle with its lights and sirens activated. You ignore the
warning to stop and speed away. During the chase, a person is seriously injured. You are subject
to: *

Imprisonment in a state prison for five years

A fine of not less than $1000

Attending an anger-management class
You have consented to take a test for the alcohol content of your blood, breath, or urine *

If you have been drinking alcohol

Whenever you drive in California

If an accident has occurred
You are driving on a city street and see an emergency vehicle with flashing lights behind you.
What should you do? *

Drive to the right edge of the road and stop

Drive to the right edge of the road and slow down

Stay in your lane, slow down, and let it pass
If you have an accident, the law requires you to exchange your driver license information with *

Witnesses

Others involved in the accident

Both A and B
You must make a written report (SR 1) to DMV when *

Your vehicle fails a smog test

You are involved in an accident and there is an injury

You change your insurance company
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42
You must notify law enforcement and make a written report (SR1) to DMV when *

You intend to file a certificate of non-operation for your vehicle

You have an accident and there is an injury or death

Your vehicle is towed for parking illegally
If you are involved in an accident, you must exchange with the other person(s) involved, your
driver license information and *

Proof of insurance only

Proof of insurance and vehicle registration only

Proof of insurance, vehicle registration, and current address
You were in an accident which caused more than $750 worth of damage. You must report the
accident within 10 days to *

The DMV

The CHP

Your insurance company
When pulled over for a law enforcement traffic stop, your hands should be on the
_________________until instructed otherwise. * Fill in the blank
Cargo extending more than four feet from your rear bumper *

Is illegal under all circumstances

Does not have to be marked, but is a good idea

Must be marked with a red flag or lights
You must notify DMV within 5 days if you * This is the final question. Please complete the Unit
5 module after submitting your responses.

Are cited for a traffic violation

Sell or transfer your vehicle

Paint your vehicle a different color
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43
Appendix X: Unit 5 Post-Test
Please type your first name and last initial (ex: Mickey M.) *
During the first twelve months after you are licensed, you may: *



Transport minors at any time
Transport minors between 11 pm and 5:00 am, if you are accompanied by a licensed
driver 25 years of age or older .
Drive at any time
Provisional license applicants who fail the written test are required to review the DMV handbook
and can retest in 3 days. *

True

False
Provisional license applicants who fail behind-the-wheel drive test are required to practice
driving with an experienced driver and can re-test after two weeks. *

True

False
The Provisional Driver License is based on the following concepts: *



A set of restrictions on all drivers in place forever
A set of restrictions on new drivers, under age 18, that are gradually lifted as
experience is gained
A set of restrictions on new drivers, that last for 5 years
The Provisional restrictions are designed to minimize which of the following? *

Your exposure to risk

The chance of you experiencing road rage

Neither
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44
Which of the following is part of the provisional license program for one year? *

Restricting night driving from 11pm through 5am

Limits on peer passenger(s)

It is against the law to use a cell phone/hands free device while driving

All of the above
The document to study in preparation for your written license test is *

DMV SR-1 Form

CA Vehicle Code

DMV Driver Handbook
A peace officer stops you because he suspects you are DUI. You refuse to take a chemical test.
What happens now? *

Your driving privilege will be taken away

You will receive an additional fine

You will not allowed to post bail
Which of the following offenses may result in a license suspension OR revocation? *

Failing to stop at the scene of a collision in which you are involved

Driving under the influence of drugs or alcohol

Failure to show proof of insurance if involved in an accident
Which of the following offenses may result in a license suspension? *

Failing to stop at the scene of a collision in which you are involved

Driving under the influence of drugs or alcohol

Failure to show proof of insurance if involved in an accident
Which of the following offenses may result in a license revocation? *

Failing to stop at the scene of a collision in which you are involved

Driving under the influence of drugs or alcohol
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45

Failure to show proof of insurance if involved in an accident
A person between 13 and 18 years of age may have their driving privilege ________________
for one year for being a habitual truant. * Choose the correct word to fill in the blank

revoked

suspended

refused
Which of the following will result in a “Negligent Driver” classification? *

4 points in 18 months

6 points in 18 months

6 points in 24 months
Which of the following violations does NOT result in 2 points against your driving record? *

Speeding ticket

Reckless Driving

“At Fault” collision involving injury
If your driving record shows you failed to appear in court after receiving a traffic ticket, DMV
will *

Suspend the registration of the vehicle you are driving

Suspend your driving privilege until you appear in court

Restrict your driving privilege
When a school bus with its red lights flashing is stopped ahead on your side of the road, you
must: *

Stop until you think all the children are unloaded

Change lanes, drive slowly, and pass cautiously

Stop until the lights stop flashing
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You are being chased by a police vehicle with its lights and sirens activated. You ignore the
warning to stop and speed away. During the chase, a person is seriously injured. You are subject
to: *

Imprisonment in a state prison for five years

A fine of not less than $1000

Attending an anger-management class
You have consented to take a test for the alcohol content of your blood, breath, or urine *

If you have been drinking alcohol

Whenever you drive in California

If an accident has occurred
You are driving on a city street and see an emergency vehicle with flashing lights behind you.
What should you do? *

Drive to the right edge of the road and stop

Drive to the right edge of the road and slow down

Stay in your lane, slow down, and let it pass
If you have an accident, the law requires you to exchange your driver license information with *

Witnesses

Others involved in the accident

Both A and B
You must make a written report (SR 1) to DMV when *

Your vehicle fails a smog test

You are involved in an accident and there is an injury

You change your insurance company
You must notify law enforcement and make a written report (SR1) to DMV when *

You intend to file a certificate of non-operation for your vehicle
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
You have an accident and there is an injury or death

Your vehicle is towed for parking illegally
If you are involved in an accident, you must exchange with the other person(s) involved, your
driver license information and *

Proof of insurance only

Proof of insurance and vehicle registration only

Proof of insurance, vehicle registration, and current address
You were in an accident which caused more than $750 worth of damage. You must report the
accident within 10 days to *

The DMV

The CHP

Your insurance company
When pulled over for a law enforcement traffic stop, your hands should be on the
_________________until instructed otherwise. * Fill in the blank
Cargo extending more than four feet from your rear bumper *

Is illegal under all circumstances

Does not have to be marked, but is a good idea

Must be marked with a red flag or lights
You must notify DMV within 5 days if you *

Are cited for a traffic violation

Sell or transfer your vehicle

Paint your vehicle a different color
Did you experience any technical difficulties while completing the Unit 5 training module? *

Yes

No
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If you answered "yes" to the question above, please describe the technical difficulties you
experienced to the best of your ability. If you answered "no", please type "none" *
How would you rate the technical quality of the Unit 5 training module? * Technical quality
includes: design appeal, ease of navigation, interactions, audio, video, etc.
1
2
3
4
5
Poor
Excellent
If you rated the technical quality a 3 or lower, please explain your choice. If you chose a 4 or 5,
please type "n/a" * Technical quality includes: ease of navigation, interactions, audio/video
quality, buttons and rollovers worked, etc.
How would you rate the appeal of the Unit 5 training module? * Appeal includes: colors, how it
held your interest, image and video choices, etc. (Content/Subject Matter should NOT be rated in
this section)
1
2
3
4 5
Boring and Tedious
Fun!
If you rated the appeal a 1,2 or 3, please explain your choice. If you rated the appeal a 4 or 5,
please type "n/a" * Appeal includes: colors, how it held your interest, image and video choices,
etc. (Content/Subject Matter should NOT be rated in this section)
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Please add any additional comments and/or suggestions that will help us to improve our product
in the box below. * Thank you for assisting us with this evaluation! Your participation and
feedback is very important to us! Your responses will be reviewed once you submit this post-test.
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References
AAA Foundation for Traffic Safety, Teen Driver Safety.
http://www.aaafoundation.org/pdf/TeenDriverSafety.pdf Retrieved 03/25/2012
AAA Foundation for Traffic Safety. October, 2006.
http://www.aaafoundation.org/pdf/EvaluatingDriverEducationProgramsGuidelines.pdf
Retrieved 03/25/2012
American Medical Association. 2001. Parent Package. http://www.amaassn.org/resources/doc/ad-hlth/parent-package-2001.pdf Retrieved 03/25/2012
Caine, R.N., Caine, G. 1991. Understanding a Brain-Based Approach to Learning and Teaching.
Educational Leadership, v48 n2 p. 66-70. ISSN 0013-1784. Retrieved from ERIC. AN:
EJ416439
California Department of Motor Vehicles. Driver Education Curriculum.
http://dmv.ca.gov/pubs/curriculum/top_toc.htm Retrieved 04/04/2012
California Department of Motor Vehicles. Rules of the Road . http://youtu.be/V4_TCvLmcoY
Retrieved 05/05/2012
International Association for K-12 Online Learning. Quality Online Program Standards.
http://www.inacol.org/research/nationalstandards/NACOL%20Standards%20Quality%20O
nline%20Programs.pdf
Pennington, Mark. 2008. Ezine K12 Articles. http://ezinearticles.com/?Characteristics-of-HighSchool-Learners&id=1641532 Retrieved 03/25/2012
Sweet, Savannah. 2012. Face-to-Face interview on January 10, 2012 in Bellflower, CA.
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