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CALIFORNIA STATE UNIVERSITY

MONTEREY BAY
Bicycle Training for Physical Education Teachers
CAPSTONE Report
Submitted in partial satisfaction of requirements of the degree of
MASTER OF SCIENCE in
Instructional Science and Technology
Traci D. Hogrefe
December 15, 2015
Capstone Approvals: (At least one advisor and capstone instructor should approve)

____________________________ ___________________________ _____________

Advisor Name
Signature
Date

____________________________ ___________________________ _____________

Capstone Instructor Name
Signature
Date

Table of Contents
Executive Summary ........................................................................................................................ 5
Introduction ..................................................................................................................................... 6
Background ................................................................................................................................. 6
Problem Description.................................................................................................................... 6
Target Audience .......................................................................................................................... 7
Setting.......................................................................................................................................... 8
Literature Review ........................................................................................................................ 9
Solution Description ..................................................................................................................... 11
Goals of the Project ................................................................................................................... 11
Learning Objectives .................................................................................................................. 12
Proposed Solution ..................................................................................................................... 14
Instructional Solutions using Learning Theories and Instructional Principles ......................... 15
Conditions of Learning .......................................................................................................... 15
Dual-Coding Learning Theory .............................................................................................. 18
Social Cognitive Learning Theory ........................................................................................ 20
Media Components ................................................................................................................... 22
Methods and Procedure................................................................................................................. 24
Deliverables............................................................................................................................... 24
Design and Development .......................................................................................................... 24
Project Feasibility and Constraints............................................................................................ 25
Resources ...................................................................................................................................... 26
Time .......................................................................................................................................... 26
Budget ....................................................................................................................................... 26
Technology ................................................................................................................................ 27

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External Expertise ..................................................................................................................... 27
Timeline ........................................................................................................................................ 28
Milestone Checklist ................................................................................................................... 28
Evaluation and Testing Report...................................................................................................... 29
Formative Evaluation ................................................................................................................ 29
Recommendations ..................................................................................................................... 30
Summative Evaluation Plan ...................................................................................................... 31
Conclusion .................................................................................................................................... 35
References ..................................................................................................................................... 36
Figures........................................................................................................................................... 38
Appendix A: An Outline of the Modules...................................................................................... 40
Appendix B: Audience Survey ..................................................................................................... 43
Appendix C: Pre-test Screenshots ................................................................................................. 44
Appendix D: Module 1 Post-test Screenshots .............................................................................. 48
Appendix E: Module 2 Post-test Screenshot ................................................................................ 49
Appendix F: Module 3 Post-test Screenshot................................................................................ 49
Appendix G: Module 4 Post-test Screenshot ................................................................................ 51
Appendix H: Usability Test Sample ............................................................................................. 52
Appendix I: Screenshots of Module 1 .......................................................................................... 53
Appendix J: Screenshots of Module 2 .......................................................................................... 54
Appendix K: Screenshots of Module 3 ......................................................................................... 54
Appendix L: Screenshots of Module 4 ......................................................................................... 56
Appendix M: Screenshots of Module 5 ........................................................................................ 57
Appendix N: P.E. Teacher Resources ........................................................................................... 58
RELEASE FORM ......................................................................................................................... 59

List of Tables
Table 1: Gagns Nine Events of Instruction in Module 1 ........................................................... 17
Table 2: Paivios Dual Coding Theory in Module 2: Bicycle Parts ............................................. 19
Table 3: Banduras Social Cognitive Theory in Module 2: ABC Quick Check ........................... 21
Table 4: Media Components ......................................................................................................... 22
Table 5: Costs of Resources.......................................................................................................... 27
Table 6: Milestone Checklist ........................................................................................................ 28
Table 7: Identifying Problems and Solutions................................................................................ 31
Table 8: Participants Pre-test and Post-test Scores ...................................................................... 33
Table 9: t-Test Paired Two Sample for Means ............................................................................. 34

List of Figures
Figure 1. Average Participant Subject Interest and Lesson Approval .......................................... 38
Figure 2. Individual Participant Subject Interest and Lesson Approval ....................................... 38
Figure 3. Participant Pre-and Post-test Scores .............................................................................. 39

Executive Summary
The pedestrian and bicycle safety initiative, Safe Routes to School, partners cities, school
boards, districts, advocacy groups, non-profit organizations, and departments of transportations to
decrease pedestrian and bicycle collisions amongst youth, while increasing active transportation,
particularly as a mode of transportation to school. In the state of Washington, this is done by
funding programs that train middle school physical education (P.E.) teachers to teach the Safe
Routes to School curriculum in their class, provide the participating school districts with a fleet of
bicycles, helmets, and instructional material, as well as provide further support after the school has
been trained and supplied.
Training P.E. teachers across the state is time consuming and costly. Providing the
theoretical portion of the training online will decrease P.E. teachers time away from their students,
travel costs and time for trainers, and make the training more accessible to an increasing number
of participating schools and school districts within the state of Washington.
For this capstone project, Bicycle Training for Physical Education Teachers, middle
school physical education teachers across the state of Washington are the primary audience. The
goal of this project is to provide the theoretical lessons of the training online and make them
accessible to participants at their own convenience. The entire training is separated into six
modules, five of which make up the online portion and will be addressed in this capstone project:
Module 1: Introduction to Safe Routes to School; Module 2: Bike Parts and Safety Gear;
Module 3: Bicycling and Walking in Traffic; Module 4: Enjoying the Ride; Module 5: P.E.
Pedestrian and Bicycle Curriculum.
The final module, Module 6, will be addressed by the certified pedestrian and bicycle safety
trainer on-site, where the active participation and final assessment will take place.
This capstone project itself includes both formative and summative evaluations. Volunteer
adults participated in the formative assessments, usability tests, and summative assessments;
evaluating the content and quality of the capstone project.

Introduction
Background
Bicycle education is becoming more prominent in the northwest of the United States and
is being both publically and privately supported throughout several communities. The pedestrian
and bicycle safety education program, Safe Routes to School (SRTS), was funded by a one million
dollar grant from the Washington State Department of Transportation (WSDOT) granted to the
Office of the Superintendent of Public Education (OSPI) over the span of two years. Its mission
was to develop the 2010-2012 SRTS program, mirroring the successful 2009 SRTS Pilot Program
funded by the Washington Legislature (Aoki, 2013). The projects goal was to integrate bicycle
and pedestrian safety skills into the physical education curriculum in public schools across the
state with the projected learning outcome of students being able to demonstrate safer bicycling and
walking skills. The long-term goal of the Safe Routes to School program is to increase the
frequency students walk and bike to school (Aoki, 2013).
Over the two years, the grant enabled delivery of the curriculum to over 10,000 students in
25 school districts and allowed training of 121 teachers in the state of Washington. The school
districts committed to the grant received a fleet of bicycles, helmets, and other materials to deliver
the curriculum (Aoki, 2013). Results from pre- and post-surveys, from students, teachers, and
parents, reflected an increase in students walking and bicycling to schools, as well as students
judgment and safety choices on public streets and sidewalks (Aoki, 2013). The surveys also offered
feedback on program improvement areas and expressed desire for continuing and expanding the
SRTS education program.

Problem Description
According to the feedback received from parent, student, and teacher surveys, SRTS is
recommended to continue training new teachers, revisit training for returning teachers, expand
training to other school districts, provide opportunities for collaboration, and offer maintenance
support. The funding from WSDOT ended in 2012 with over $60,000 remaining at the time (Aoki,
2013). The current two-day training is costly, as it requires travel for two trainers throughout the
state of Washington, rental space for the training, overnight costs for the trainers, and substitute
teacher salary to cover the classroom teachers away from their students for conducting the training
(S. Schromen-Warwin, personal communication, December 5, 2014). Along with training new

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school districts, school districts that have been part of this program for several school years
periodically need refreshment training, requiring the trainers to return to that district (S. SchromenWarwin, personal communication, December 5, 2014). To offset costs, reach more trainees, and
provide more valuable training at the convenience of the learners, offering the theoretical portion
of the training through an online tutorial in an active learning management system (LMS) can
benefit both school districts and the Safe Routes to School Program.
At the time of publication, Seattle School District has not committed to the WSDOT grant.
Individual schools within the Seattle School District choose to commit to a local bicycle education
program taught through the Cascade Bicycle Club (S. Koller, personal communication, November
14, 2014). Physical education teachers of committed schools should attend workshops located in
northeast Seattle to receive training in bicycle education. At this time, these workshops are
administered in one location. Teachers in the area often attend the workshops, but teachers located
in schools that are farther away have lost contact with the Cascade Bicycle Club and the training
program (S. Koller, personal communication, November 14, 2014).
Pending winter of 2015/2016, the Safe Routes to School Program provider Washington
Bikes is merging with the local and well-supported bicycle club Cascade Bicycle Club (S.
Schromen-Warwin, personal communication, September 2, 2015). Although Cascade Bicycle
Club has typically funded their bicycle education program for local public schools through private
funding, recently there has been conversations with the Washington and Seattle Department of
Transportation, the Seattle Public School District, and the Washington Office of the
Superintendent of Public Instruction to take on the Safe Routes to Schools program and develop a
new curriculum (S. Koller, J. Miller, S. Schromen-Warwin, personal communications, September
2015). Since the new curriculum will not be developed until winter 2015/2016, the specific need
will likely change. As a future alternative, still using many of the aspects of the Safe Routes to
Schools current program and the topics that were previously covered in the P.E. teacher training,
which was derived from the League of American Bicyclists Traffic Skills 101 course, a more
general online course can be developed (Baker, 2008).

Target Audience
The trainees in the Safe Routes to School Pedestrian and Bicycle Safety training program
are primarily physical education teachers, yet also include health educators, classroom teachers,
district representatives, and urban planning engineers (personal experience, December 14, 2014).

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Since Grade 5-8 physical education (P.E.) teachers of committed schools are required to take the
training other participants are often attending for sake of interest these individuals will be the
target audience. With ages anywhere between 22 and 60 years, trainees are both male and female
from a wide range of backgrounds. Since the entire state of Washington is mostly rural with one
highly populated metropolitan area, Seattle, there is a good mixture of audiences with both rural
and urban backgrounds. As of 2014, in the entire state of Washington, 80.7% of the population is
of European descent (U.S. Census Bureau, 2014).
Individuals required to take training courses, or those that are not intrinsically motivated,
benefit more from courses that follow applied cognitive learning principles, such as the multiple
representation principle and split-attention principle given cognitive learning theories, such as
dual-coding learning theory (Swann, 2013). These learners are generally lacking the time to
properly implement the suggested lessons and need logistical and community support to
appropriately provide the safety education (Washington State P.E. Teachers, personal
communication, December 14, 2014). The target audience teaches physical education, therefore it
might be assumed that most of these individuals are physically active or at least value physical
activity. However, it cannot be assumed that these individuals are confident on bicycles; nor can
it be assumed that the learners have general background knowledge on bicycle or pedestrian safety
and laws.
Currently, training for the Safe Routes to School program is informative, but consists of
two full days. Almost all participants find the information useful and are interested in learning
more on the topic, but are often tired due to the lack of pauses throughout the days (personal
experience and communication with P.E. teachers and trainers, December 15, 2014). Both
interviewed trainers and trainees agreed that turning the theoretical lessons of the course to a digital
learning course would cut down on time spent away from students, increase review opportunities,
and break-up the time spent on one topic (personal communication with P.E. teachers and trainers,
December 15, 2014).

Setting
Provided that the training is done online, P.E. teachers have the opportunity to advance
through the modules from home or at work via internet connection and computer. This allows the
user to take breaks and repeat the lessons when needed.

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It is recommended that the learner finds a comfortable space, uses headphones, and puts
aside time to grasp the important components of the online material presented. It is highly
recommended, but not required, that learners acquire a helmet and a bicycle for Module 2. This
allows the learner to physically try some of the skills simultaneously and have some tactile
reference to the materials they will use during the hands-on training.
Although most of the districts already involved in the SRTS program are located in rural
areas, much of the present resources are tailored for urban settings. The training needs to be
modified to become more valuable for the audience found in rural settings. This can done during
Module 6 of the training, the active participation part of the entire training. Although not necessary
but more valuable, the theoretical training should be offered online through a learning management
system such as Edmodo or CourseSites (by Blackboard). The hands-on module of the training is
offered on-site and needs open spaces, regular traffic similar to what is found near the schools, and
an indoor area to collaborate.

Literature Review
In efforts to make the current training program more efficient, the theoretical portion of the
training has been converted to accessible online modules. Clark and Mayer (2011) suggest that
some benefits of adaptive e-learning, or online courses, can provide learners with more practice
and examples when needed and less for those learners that are more knowledgeable in the topic.
Accounting for over one-third of all workforce learning media, e-learning also continues to grow
as a more cost-effective way to deliver training (Clark & Mayer 2011). Considering the specific
learners in the program described here have different experiences with bicycle safety and traffic
laws, learners can slow down and review modules that are new to them and quickly run through
portions that they are very familiar with. This was done by allowing the learners to have full access
to all functions, such as pause, skip, replay, and unrestricted use of the menu.
Using the behavioral learning theory supported by research done by B. F. Skinner, learners
will benefit from the positive reinforcement and immediate feedback provided when answering
matching or multiple choice questions within the online module (Reiser & Dempsey, 2011).
Realistic scenarios followed by probing questions allow learners to critically think about what they
would typically do in a given situation and what they think should be done. Offering a short
scenario or probing questions before providing knowledge allows the learner to use prior
knowledge to construct a response that may be reasonable, supported by the cognitive learning

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theory (Reiser & Dempsey, 2011). Giving the learner immediate feedback with an explanation or
opportunity to review the skill is shown to be more beneficial to the users overall learning
experience than simply providing corrective feedback (Moreno, 2004). Most practice questions
and scenarios give the learners multiple tries and provide formative feedback to help guide
learners.
When designing the instruction, Gagns nine events of instruction were essential in
providing students with effective learning opportunities (Gagn, 1985). Providing a short
presentation on current statistics on bicycle collisions and injury gain the users attention by
suggesting the importance of the unit they are about to learn. This initial introduction induces
emotions and attracts learners to gain knowledge. As the module continues, users will be presented
each of Gagns nine events of instruction.

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Solution Description
As of the 2014/2015 school year, the Safe Routes to Schools training program in the state
of Washington was taught by a live instructor. This two-day training includes both a theoretical
in-class portion and a hands-on outdoor portion. Other bicycle training programs throughout the
nation are offered at different levels for different audiences both online and in-person.
Most of the bicycle education programs are offered by a trained professional in a complete
hands-on training facility. The city of Houston has partnered with the League of American
Bicyclists (LAB) to create an online course similar to this proposal (League of American Bicyclists
and City of Houston, 2015), but does not use many of the multimedia principles found in this
proposal. Sections from the Traffic Skills 101 student manual training modules are only a part of
what P.E. teachers are expected to learn in their training course (Baker, 2008).
Washington States current Safe Routes to Schools curriculum and training program is
undergoing a developmental change, which involves key parties such as the Washington Office of
Superintendent of Public Instruction, local school districts, the state and city Departments of
Transportation, and public school educators. Considering the grant offered by the Washington
Department of Transportation to the Washington Office of Superintendent of Public Instruction to
develop and implement Safe Routes to School, involvement is crucial to the value of this program
and its continued improvement. Since this change is ongoing during the publication of this report
and project, some updates will need to be implemented after Washington Bikes and Cascade
Bicycle Club merge and complete negotiations and publication of their new traffic education
program.

Goals of the Project

The goal of this training is to provide physical education teachers with valuable pedestrian
and bicycle training offered online at their convenience. The goals of this project is to reduce costs
while increasing efficiency. The online portion of the training, extracted from the current SRTS
program (Aoki, 2013) and LABs Traffic Skills 101 manual (Baker, 2008), allows the teachers to
review and discuss learning with other teachers that are also in the training, as well with individuals
that have completed the training. Availability of open forums on a learning management system
will reduce unanswered questions, as well as stimulate discussion amongst trainees throughout the

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state of Washington. The creation of the online learning management system is pending on the
completion of new programs curriculum. The prototype is however SCORM-ready and can be
used in a learning management system.
Module 1 introduces the SRTS program, provokes thought, and provides background
knowledge on the current situation of Americans health, the environmental, U.S.s traffic
problems, and economical and safety conditions involving transport. It also opens some discussion
involving pedestrian safety. Module 2 is comprised of four short lessons covering how to choose
a bicycle, bicycle anatomy and function, some basic handling skills, as well as safety gear and how
to use them. Module 3 delves into traffic laws and safety skills, particularly for youth. Module 4
reviews road rules and street etiquette for pedestrians and bicyclists. Module 5 is a short
introduction to the curriculum that should be used when implementing the SRTS program, and
module 6 is the hands-on portion of the entire training, which is carried out through active
participation by a certified instructor this module is not included in this capstone project.
Modules 1-5 are addressed using appropriate learning and instructional theories from cognitive
theorists associated with multimedia eLearning, such as Robert Gagn, Allen Paivio, and Albert
Bandura.

Learning Objectives
The learning objectives are based on what is currently being addressed at the SRTS teacher
training. These objectives are assessed superficially through online assessment and more
thoroughly when the learners meet with their group to complete the hands-on portion. Depending
on the modules objectives, active communication with colleagues and trainers may play a
subjective role in assessments. Alternatively, many of the assessments can immediately respond
to users answers and identify areas suggested for review. Affective assessments will simply be
credit for participation in the forums Modules 1 and 5, when placed in a learning management
system (LMS). Modules 2, 3, and 4 will consist of assessments which include evaluation methods
such as matching, true/false, multiple choice, and drag and drop.
1.

Module 1: Introduction: Active transport and Safe Routes to Schools

1.1.

After viewing a short presentation on collision and health statistics amongst youth,
learners should be able to express their concerns of student safety and reflect their
own experiences.

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1.2.

Given a presentation on the development of infrastructure supporting active

transport, learners should be able to discuss and reflect on what needs to be changed
in their communities for better infrastructure, as well as what has already been done
to support active transport.

1.3.

Following a presentation on the foundation of the Safe Routes to Schools program

learners should be able to identify what Safe Routes to Schools is, what it is not,
and where they can receive support for this program.

1.4.

Given an orientation on sight lines, learners should be able to identify sight lines of
drivers so that pedestrians can be seen.

2.

Module 2: The Basics: Bike Parts and Safety Gear

2.1.

The Bicycle
2.1.1.

Given a tutorial on bicycle parts and function, learners should be able to

identify bicycle parts and their function.

2.1.2.

Given an image of different types of bicycles, learners should be able to

match the type of bicycle to its primary function.

2.1.3.

Given an image of a bicycle, the learner should be able to choose which part
can be adjusted to fit their height.

2.1.4.

Given a list of bicycle parts, learners should be able to match the parts to
the correct part of the ABC Quick Check.

2.2.

Safety Equipment and Clothing

2.2.1.

After viewing a video on how to wear a helmet, and being shown several
images of bicyclists wearing helmets, learners should be able to properly
identify a correct helmet fit and should also be able to imitate a correctly
fitting helmet during the hands-on module.

2.2.2.

Using a list of materials, learners should be able to distinguish between

essential safety material, useful bike gear, and unnecessary material.

2.3.

Bicycle Handling Basics

2.3.1.

When going uphill or downhill, the learner should be able to choose the
correct gears.

2.3.2.

When riding in traffic, the learner should be able to know how to scan the
scene for safety.

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2.3.3.

When riding in traffic, the learner should be able to use the power start
position when waiting at a stop.

3.

Module 3: Bicycling and Walking in Traffic

3.1.

Given scenarios in the point of view of a child, learners should be able to identify
safe and unsafe situations for young pedestrians.

3.2.

Given scenarios in the point of view of a child, learners should be able to identify
safe and unsafe situations for young bicyclists.

3.3.

Given traffic scenarios, the learner should be able to choose the next legal and safest
step.

4.

Module 4: Enjoying the Ride

4.1.

Given traffic scenarios, learners should be able to make decisions that reflect ride
etiquette.

4.2.
5.

The learner should be able to identify common cyclist errors.

Module 5: P.E. Curriculum

5.1.

Given a quick overview of the curriculum and access to the PDF, learners should
be able to access the Safe Routes to Schools of Washingtons curriculum and
review it before Module 6.

6.

Module 6: Hands-On Training

Proposed Solution
A solution to alleviate the lack of attendance of the Cascade Bicycle Clubs learners and to
lower trainer travel costs for the Safe Routes to School Program is to offer several of the training
modules online via an interactive tutorial with real-time feedback, distant collaborative
opportunities through an online learning management system, and a shorter one-time hands-on
instruction in the teachers district or near their location -- Module 6. This structure allows teachers
to replay scenarios and work on the training at their own pace and availability. Allowing P.E.
educators to work at their own pace is valuable considering the diverse abilities and knowledge
these learners may have. Making the online portion available before the hands-on training could
give P.E. teachers more confidence when attending the hands-on workshop and decrease
frustration for teachers that are already knowledgeable in cycling and traffic laws. The solution is
cost-effective, as it cuts down on the instructors face-time and reduces travel costs for both
instructor and learners, which in turn saves time for all participants (Clark & Mayer, 2011).

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Possible negative side-effects can be that the online module is not completed by a number
of P.E. teachers at the time of the hands-on instruction, causing some delay and inefficiency during
the live training. If the trainees come to the live module, Module 6, without completing Modules
1-5, trainers may have to invest additional time reviewing past modules, taking away some of the
primary benefits of this capstone project. To counter these potential disadvantages, online learning
tools in a learning management system allow for checks on completion and fulfillment of all
requirements via recording attendance and results of participants.

Instructional Solutions using Learning Theories and Instructional Principles

Conditions of Learning
Gagns conditions of learning comprises of two categories: internal conditions of learning
and external conditions of learning. These two states and processes used to achieve the five
varieties of learning identified by Gagn, are essential to reach learners success. The internal
conditions of learning are the conditions within the individual, such as attending to an appropriate
behavior to achieve a skill. These internal conditions of learning include fundamental prerequisite
skills needed prior to learning the new task, as well as attending to the nine phases of learning. The
external conditions of learning are environmental stimuli that spur the learners internal
processing, which are influenced by Gagns nine events of instruction (Gagn, 1974a, 1977a,
1977b, 1985 as cited in Gredler, 2009). Both the internal processing and their corresponding
external instructional events go hand-and-hand to achieve knowledge transfer (Jordan et al., 2008).
Three of the five varieties of learning are mental capabilities which include verbal
information, intellectual skills, and cognitive strategies. The intellectual skills capability is further
separated into four hierarchical subskills: discrimination learning, the learning of concrete and
defined concepts, rule learning, and higher order rule learning or problem solving. Motor skills
and attitudes comprise the other two varieties of learning (Gagn, 1977a as cited in Gredler, 2009).
When developing instruction, the performances required to achieve an objective need to be
evaluated and categorized into one of the five learning domains. Once the variety of learning has
been identified, it can determine the internal processing and external stimuli necessary for efficient
learning and instruction (Gredler, 2009).
Gagn further classified learning into two organizations of capabilities to represent
complex learning: procedures and learning hierarchies. Procedures include both motor and
intellectual skills organized in a sequential form, whereas learning hierarchies are intellectual

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capabilities that require mastering preceding skills before proceeding to the next level (Gagn,
1968b & 1985 as cited in Gredler, 2009). Learning hierarchies construct upon prior knowledge,
indicating that learning will not be able to take place at higher levels if the learner does not have
the foundation or prerequisite skills to transfer knowledge into understanding the new the
objective.
The instructors role as a guide is to provide the environment encompassing situations or
stimuli for the various learning phases by implementing Gagns nine events of instruction: 1.
Gain attention, 2. Inform the learner of the objective, 3. Stimulate recall of prior learning, 4. Present
distinctive stimulus features, 5. Provide learning guidance, 6. Elicit performance, 7. Provide
feedback, 8. Assess performance, and 9. Provide retention and transfer (Gredler, 2009). In this
pedestrian and bicycle training offered to P.E. teachers via online and hands-on activities, tutorials,
and assessments: the nine events of instruction is used to modify instruction according to the
variety of objectives covering several varieties of learning.
Module 1, for example, provides background knowledge of the importance of bicycle
usage and safety education to initially put value into the entire training and ideally appeal to the
learners attitudes about walking and bicycling. This module pulls prior knowledge, allowing the
users to make connections so that they can build upon what they already know or believe they
know about bicyclists and pedestrians. The module will be conducted as demonstrated in Table 1.
It is important to begin this training with this module which defines the purpose of the
training. Without a value or purpose to the training, the instructional conditions will not be
effective and learners will not be engaged in learning the following modules and their objectives
(Gagn & Merrill, 1990). Module 2, lesson 2: Bicycle Parts and Safety Accessories, on the other
hand, uses verbal information as the variety of learning. The learner in this case needs to be able
to retrieve stored information of the various bicycle parts and their given function, as well as how
to properly use safety gear and clothing. Module 3, 4, & 5: Walking and Bicycling in Traffic,
Enjoying the Ride, and Introduction to the SRTS Curriculum, as well as Module 6: the Hands-On
Training, cover several objectives that will require the learner to use their intellectual, cognitive,
and motor skills.

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Table 1: Gagns Nine Events of Instruction in Module 1
Instructional Event Learning phase
Gain attention

Attending

Activity
Short video on why bicycle education training is
important to the audience. This video includes U.S.
facts on rising obesity (health), traffic and gasoline
prices (economical and environmental) rising, youth
car collision occurrences (safety), and comparisons
of societies around the world using less cars
(community and infrastructure).

Objective

Expectancy

presented

Objective was given as a question at the beginning

of the video: asking the audience why it is important
to be trained in bicycle and pedestrian education.

Stimulate recall of

Retrieval to

Before and after the video, the learner is challenged

prior learning

working memory

to include their own experience on the topic.

Present distinctive

Selective

The video shows drastic increases in child obesity in

stimulus features

perception of

the last fifty years provided by the CDC (Ogden et

stimulus features

al., 2013) and highlights that pedestrian and bicycle

deaths among youth (CDC, n.d.).

Provide learning

Semantic encoding

The video introduces the entire SRTS program.

Retrieval and

Given time and room to reflect on given statistics,

responding

learners respond to each others experiences and

guidance
Elicit performance

reflections of what is present in their communities.

Provide Feedback

Reinforcement

In a discussion forum, learners share what their

thoughts are on an ideal society/community/city and
why they feel this is important to them.

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Assess

Cueing retrieval

performance

Hands-on training provides face-to-face

conversations with individuals that took the training
courses as well as the live instructor.

Provide retention

Generalization

and transfer

Given a designated LMS, continued discussion and

added developments can foster member retention
and transfer.

Gagns approach to diagnose the learning required and therefore prescribe the instruction
needed, are the research proven methods that use precise anecdotes to accomplish given objectives.
Unlike previous learning theorists, Gagn researched directly with humans outside of the
laboratory environment (Gredler, 2009). His learning and instructional theories take into
consideration the diversity of human learning, the need for instruction that is simple to complex,
and connects the events of instruction to the learners specific cognitive processing (Gredler,
2009). A disadvantage to Gagns theories are that they are complex and time consuming.
Instructors need specific training to implement these methods appropriately.
Considering the target audience, adult physical education professionals, the conditions of
learning pertain to their need to know what they are learning and why they are learning it. The
knowledge transfer needs to have value for the adult learner to give their time and attention to the
topic. Therefore, using Gagnes theories throughout the entire training is essential for the learner,
specifically the adult learner, to achieve the given goals.
Dual-Coding Learning Theory
Paivios dual-coding learning theory suggests that all cognition involves the activity of
two functionally independent but interconnected multimodal systems (Paivio, 2010 pg. 207). The
nonverbal system represents interpretation of properties aroused by the senses, whereas the verbal
system directly deals with linguistic stimuli and responses (Paivio, 2010 pg. 207). In other
words, there are two channels through which the brain can take in information, increasing
cognitive load capacity (Swann, 2013). The nonverbal channel can take in images and sound
effects, as well as haptic, taste, olfactory, and affective stimuli; whereas the verbal channel codes
visual words, auditory words, and writing patterns (Paivio, 2010). Rosen et al. (2012) suggests that
the works from Paivio (1986 as cited in Rosen et al., 2012) indicate there are different codes and

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modes for knowledge acquisition. A mode can be auditory or visual, whereas the code can be
verbal and nonverbal, but inside the same mode. For example: text can be verbal by nature but is
transferred through the visual mode; and a sound effect is nonverbal, but is transferred through the
auditory mode. Rosen et al.s (2012) study suggest that the dual-coding theory is valid, but even
more effective for transfer of knowledge when considering the split-attention effect. This implies
that one mode, although given different codes, should not be overloaded. For example: two verbal
codes can be implemented in two modes, such as on-screen text in the visual mode and procedural
steps in the verbal mode; and one nonverbal element in the visual mode such as images. Other
studies using different combinations to provide three elements at one time indicate successful
transfer between multiple modes as well (Schwartz, 2005 as cited from Rosen et al., 2012; Mayer
& Moreno, 1998 as cited from Rosen et al., 2012). In short, recall is improved by displaying
information in both visual and auditory modes and transfer can be enhanced by including three
elements verbal and nonverbal in the two modes.
The instructors role is to provide verbal and nonverbal codes to the learner, but in different
modes so not to cognitively overload the learner. Clark and Mayer (2011, pg. 161) imply that
adding interesting but unnecessary material can bring more harm than benefit to the learning
process. Therefore, for the tutorials, it will be necessary to include all valid material, but not
include other graphics or sounds that are simply nice. All of the media material needs to be
relevant. The instructional strategy used in the modules that consider the dual-coding learning
theory and split-attention principle is using primarily single images with on-screen words not
sentences and audio voice over. Images can be illustrations, pictures, or graphs but cannot be
overloaded with a busy background or too much text. The audio is completely relevant to the
picture and contains the wealth of valuable information. An example of Module 2: Bicycle Parts
is summarized in Table 2.
Table 2: Paivios Dual Coding Theory in Module 2: Bicycle Parts
Verbal Code

Nonverbal Code

Auditory Mode

Mouse rollover cues verbal

definition and function of
the bike part

none

Visual Mode

Mouse rollover causes name Image of bicycle, including its

of the bike part to show
parts

20

The dual-coding theory is ideal for multimedia learning and leaves room for some
creativity, but limits instructors from providing too many distractions. The cognitive load capacity
is now split and no longer overloaded, since the information can be transferred through multiple
modes and channels, therefore increasing the learning opportunities for the audience (Clark &
Mayer, 2011). A weakness to keeping the valuable information in audio form is that learners are
not be able to simply scan through the material for key elements, they will need to listen to the
entire audio (Swann, 2013). This can also become a problem if the learner decides not to listen to
the entire audio due to time constraints.
According to Swanns (2013) study of adults enrolled in online courses, it was important
to consider the dual-coding theory, including the multiple media and split-attention principles,
when designing courses for non-intrinsically motivated learners. In this case, the target audience
is required to take these courses and is not participating for sheer enjoyment. Therefore, according
to Swann (2013), when adult learners are required to take a course, they will find the course more
beneficial if both visual and auditory modes are used without too many elements in either one.
Social Cognitive Learning Theory
According to Gredler (2009), Banduras social cognitive theory is heavily based on the
opportunity the learner has to observe and rehearse a modeled behavior, ideally the model is
admirable by the learner. This motivation to practice and control ones actions and produce desired
effects, or their efficacy beliefs, is a powerful feature in the social cognitive theory (Bandura,
2001). According to Bandura, the three-way interaction between the environment, personal factors,
and behavior involves the individuals cognitive processes and is influenced by self-efficacy
(Gredler, 2009; Bandura 2001). Media continues to play an essential role for individuals to imitate
and evaluate their attitudes and beliefs. For the sake of the modules used in this training, the use
of appropriate models are the focus using this theory. Yet, one of the primary objectives of Module
1 is to affect the learners attitudes and motivate them to achieve the entire goal of the SRTS project
to increase frequency of students walking and bicycling to school safely. Taking this into
consideration, the human agency and peoples personal beliefs about their capabilities to exercise
control over events that affect their lives (Bandura 1989, pg. 1175), also influence the trainees
ability to accomplish the set goals by SRTS.

21
The instructor, in this case, models desired tasks and challenge learners to rehearse the
tasks themselves. For this example, Module 2: Bicycle Parts is presented. Safety, in this module,
represents safety equipment and preparation that bicyclists should be aware of before using active
transportation. One of the lessons is the ABC Quick Check, which is a bicycle safety evaluation
that should be completed before getting on the bicycle for a ride (Table 3).
The advantages of having a credentialed model, such as representatives from the Leagues
of American Bicyclists (LAB), gives the learner a reason to pay attention and show interest in the
task. Being able to replay the video and rehearse the task from the modeled example, the learner
has the opportunity to copy the model until they feel confident with the activity. When the physical
model is present, which would occur during the hands-on portion of the training Module 6, the
learner can confidently show what they learned and modify any misconceptions at that time. A
disadvantage of using the modeled approach via video recordings is that it is possible the learners
are not initially hooked or do not have the self-efficacy to rehearse the skills on their own.
Table 3: Banduras Social Cognitive Theory in Module 2: ABC Quick Check
Instructor/Model
Features

Characteristics

Audience

Adult any race/gender,

Adults all races, genders, &

moderately able

ability

Police OR Safe Routes to School

Educated, active, public service

Trainer OR Trained Individual

Introduction

Instructor explains the ABC Quick

Find value to instruction

Check
Detailed

Gives thorough step-by-step

Easy to understand instruction

instruction

instruction

Model

Instructor shows the entire process

Observe

Rehearse

Observe (hands-on training)

Rehearse (hands-on training)

22
Considering the target audience, adult physical education professionals, these theories
pertain to the adult learners need to socialize and learn from each other. Not only could the users
have the opportunity to model and rehearse behaviors with and without their peers and model
present, in an ideal situation with an LMSthese tutorials are taken in an online group setting,
giving the learners the option of open discussion forums to communicate.
An outline of the tasks is laid out in Appendix A.

Media Components
To meet the needs of the adult learners, various media components were used to entice
interest, hold attention, provide value, and encourage transfer throughout the tutorials. The
following table (Table 4) further expands the need and usage of the different media components
used.
Table 4: Media Components
Media
Videos

Delivery Format
League of American Bicyclists Videos
(League of American Bicyclists, 2013):
short 1-minute instructional videos shown in
between introduction and practice.
Uploaded or inserted as web object.
Introduction video: Introductory video
including images, tables, and graphics with
recent statistics and the need for SRTS.
Module 1 & 5 video: Introduction and P.E.
curriculum screencast showing how to
navigate and find further information

Need
Instructional videos are
completed by
professionals to give
learners a visual.
Introduction video should
hook the learners, giving
them value to the learning
that is expected to take
place.
The screencast will guide
the learners in preparation
for the training and
module 6.

Images

Instruction: connection
Practice: on images that look real
Assessment: on similar images
Affection: students of SRTS

Visuals to help participants

make connections to the
topics and offer clear
guidance.

Graphics

Charts: statistics, graphs

Tables: highlight comparisons
Street maps: scenarios
ClipArt: relevant

Provide visuals to help the

learner connect and
understand. No unnecessary
information.

Audio

Narrative instruction

Auditory mode

23

Pedagogic
agent

Present in most slides to introduce learners to

material and guide them.

Keeps the tutorial fluid and

consistent.

Considering the goals and objectives, much of the theory portion is essentially tactile.
Having images of the objects or scenarios that the learners will eventually be working with helps
create a better picture of what is to be expected when they perform and teach these essentials to
students.

Challenges and Breakthroughs

When the analysis for this project began in fall 2014, the target audience of P.E. teachers
and live training sessions were the primary focus. The then training courses material and methods
were observed and analyzed. After completing this project, the plan was to test the prototype on
the same or related audiences, as well as use the trainer as the subject matter expert (SME). Since
the state-wide trainer and training program is in a transitional phase, the trainer and audience was
not available in the anticipated form before completing the project.
The audience chosen to test the prototype were similar to the ideal audience, but with some
variation, such as out of state P.E. teachers, classroom teachers, other educators, bicycle advocates,
and other adults. Limits to the availability of like-target audiences, Washington State middle
school Physical Education teachers, are acknowledged.
Another challenge was to provide the most current course material for the Washington
State teachers. As mentioned earlier, the curriculum for middle school students is transitioning and
will not be completed until winter 2015/2016. However, it may be that this transition only affects
Module 5: SRTS P.E. curriculum and the active participation part of the training, Module 6. If this
is the case, it will not drastically affect the project as Module 6 is completed by the trainer and is
not part of the capstone project. Module 5 is a short screencast overview of the curriculum.
During the testing of the prototype, some bicycle advocates showed great interest and
potential in using the project as a tool for traffic safety training. Other members of the public, such
as out-of-state bicyclist and traffic safety programs that offered requested resources, requested to
view the final product possibly for future program-use.

24

Methods and Procedure

As of fall 2015, many preliminary steps have taken place, such as in-depth research on the
Safe Routes to Schools program. Training sessions have been observed and both trainers and
trainees have been interviewed. A state-wide convention on bicycle safety and advocacy,
Washington Bike Summit covering concerns of bicycle safety for both youth and adults was
attended. At the bike summit, department of transportation representatives, bicycle advocates, and
educators were available for exchanging information on this topic. The groups and people at this
convention were able to provide ample resources used in the research and data collection for this
prototype, and can be contacted to provide more current data for future modification of this project.
With the assistance of the prior SME, a general design outline was created, along with the
projected learning outcomes. Data collection from the Washington and Seattle departments of
transportation is available through their websites as well as through their representatives, which
can be contacted via email. This analysis has laid down the foundation for the larger capstone
project.

Deliverables
The final project consists of five modules. Three of the five modules, Modules 2, 3, and 4
are instructional modules with instructional videos, practice, and assessments. Modules 1 and 2
are more informative with a reflective entity. See Appendix A for an outline of the modules.
After the modules were completed by volunteer testing participants, including the pre- and
post-assessments, usability tests were administered. The results from the usability tests will guide
the editing of the prototype before it is finalized for becoming open to the public and were used to
produce this evaluation report.

Design and Development

The prototype was guided by Gagns nine events of instruction, as elaborated in detail
under Learning Theories of this document. In addition, the concepts of ADDIE Analysis,
Design, Development, Implementation, and Evaluation was used to initialize and create this
capstone project. From winter 2014 to spring 2015, research and collaboration with the SME and
other involved individuals commenced the analysis and design process. Through these
interactions, ideas were exchanged and the instructional designer moved between analysis and
design until the design was finalized. Through the end of November 2015, development,

25
implementation, and formative evaluation were addressed and finalized with the summative
evaluation.

Project Feasibility and Constraints

The project was feasible, especially since the League of American Bicyclists (LAB) has
provided many instructional videos to be used for educational purposes. Although LAB is not
directly associated with SRTS, parts of the typical Traffic Skills 101 course from LAB is taught to
the P.E. teachers during SRTS training. The challenge was to provide participants with good
practice using scenarios given through the digital tutorial. The practice was a precursor to the
graded assessments using Google Forms.
The largest constraints were the lack of target audience participants and consistent availability
of an SME to refer to for verification. These constraints were, however, resolved to a certain extent
through volunteers and communication with resourceful community members.

26

Resources
Time
One of the benefits of this online course is to increase time efficiency for the SME and
learner. Although the SME still needs to instruct Module 6, the hands-on module, the SME is able
to observe interaction between users for Modules 1-5, instead of leading these lessons.
Time needed from the instructional designer can be costly, but since the instructional
designer for this project was a graduate student, these costs were deferred. Development time for
the prototype was approximately 175 hours.

Budget
Costs of the lessons were dependent on the authoring tool used by the instructional
designer, the hardware used by the instructional designer, learner, and SME, as well as any extra
costs associated with purchase of images, graphics, and audio. Since this program is a public, not
for profit program, the published data used for research and development is public and accessible
through Washington State and Seattle Departments of Transportations website, as well as through
the Safe Routes to Schools and Office of Superintendent of Public Instructions websites.
Resource material used to support research on theories and principles were accessible through the
California State University Library system. At the time of publication, there was no need for
privately purchased images, graphics, or audio as there was enough open public media relevant to
this project.

27
Table 5: Costs of Resources
Tool

Cost*

Software: Articulate Storyline (initial purchase)

~$1,400

Camera (initial purchase)

~ $100

Video editing tool: Camtasia (provided free by CSUMB)

~$300

Google Products

$0

Learning Platform: Coursesites by Blackboard

$0

Total

~$1,800

*Costs are an estimate. Costs only include those of the prototype, not of the entire SRTS program.
They also exclude labor cost for the instructional designer.

Technology
Learners and trainers need to have their own privately-owned or employer-provided
computer with internet access. A keyboard, speakers or headphones, and a mouse is needed to be
a successful participant in the learning process. Since target teachers are part of the public school
system, they have full access to these tools. Most Washington State public schools computers are
setup with Adobe Flash needed for accessing the tutorials. If not, it can be downloaded free of
cost the districts technology team can be of assistance.

External Expertise
Using skills learned and software provided through the California State University,
Monterey Bays (CSUMB) Master in Instructional Science and Technology (MIST), no external
technical expertise was required. When technical problems did arise, supportive communities
within the university and online were available for support, offering assistance through emails,
video chat, forums, and tutorials.

28

Timeline
The timeline for the entire project reflects the deliverables and project goals of the
prototype based on certain deadlines in order to have a successfully completed capstone. The
checklist projects how long certain modules took.

Milestone Checklist
Table 6: Milestone Checklist
Milestone

Time needed

Expected completion

Progress Report Narrative

8 hours

September 8

Objectives

4 hours

September 10

Capstone Proposal

25 hours

September 20

Storyboard

10 hours

September 22

Module 2

30 hours

October 6

Module 3

25 hours

October 20

Module 4

15 hours

November 3

Video casts: Module 1 & 5

16 hours

November 12

Assessment creation

5 hours

November 16

Testing

7 days

November 17

Evaluation, Project completion

15 hours

November 18

Summary and final report: Summative evaluation

15 hours

December 1

Editing Project

5 hours

December 3

Submit all deliverables

5 hours

December 15

29

Evaluation and Testing Report

Evaluation was important throughout the creation of the entire design document. Using
different forms of assessment to measure the effectiveness of instruction, usability of the design
product, and learners development, the instructional designer is able to reconstruct and tweak
lessons to provide highly efficient and effective learning opportunities. Improvement of the overall
learning experience is the goal. In the current SRTS training program, learners skills are assessed
by the instructor during practice exercises and on-street live simulation; their knowledge is
assessed via Traffic Skills 101 multiple choice test (Baker, 2008); and attitudes are assessed with
several discussions throughout the training and feedback surveys at the end of the course.
In the initial testing of the prototype, the audience was a diverse group of adults in different
industries such as education, research, business, and technology. 12 adults began the testing and 9
completed it. Three of the initial twelve adults were not able to complete the modules due to time
constraints. Five out of the final nine participants learned English as a second language, coming
from countries in both Latin America and Europe. Six out of the final nine participants have had
four or more computer-based lessons in their past, whereas three had either one or none.

Formative Evaluation
Considering the nature of the entire training, various forms of assessment were needed to
efficiently evaluate the learners progression of knowledge, skills, and attitudes as they advanced
through the course. Before beginning the lessons within the core training, a pre-assessment
provided valuable information of what the learner already knew and consequently was used to
evaluate the progress of the learner as well as the effectiveness of each given module. A short type
of information-gathering assessment was implemented throughout the course. If a learning
platform were to be used, the embedded practice questions within the authoring tool could be
recorded and used for analysis as well. If a learning platform is not used which was the case for
this testing phase the embedded practice questions within the authoring tool can be used as
practice, while recorded assessments can be administered as surveys through Google forms.
The skills, knowledge, and attitude pre-test and post-test record data for the instructor, and
in this case the instructional designer (ID), to know more about his or her audience before the
hands-on training. Analyzing this data allowed the ID to be able to recognize which students began
as novices with little interest and progressed through the online course as well as identify the

30
students that were still scoring poorly on the post-test and need more attention. Examples of such
assessments can be found on Appendix C through G.
The pre-assessment, using some scenario-based images and thought-provoking situations,
challenged users background knowledge through matching and multiple-choice questions. Using
scenarios which connect to real-life situations that the users, or the users students will likely come
across, gain the users attention, so that they are interested in investing themselves in the learning
(Gagn, 1985). This committed audience then learns how to teach the importance of bicycle safety
and proper usage to students in the near future. Making the assessments more inquiry-based
through the scenario-based probing questions and situations put the discovering into the hands of
the learners. These examples were reflected within the tutorial as practice situations.
Since the topic of the training was traffic safety, primarily bicycle safety skills, participants
were inquired about their interest levels in the subject. Figure 1 below displays the participants
interest in the topic according to the pre-training survey and compares this to how receptive they
were to the online training by asking about their approval of the latter. According to Swann (2013),
using multimedia principles has a larger impact on non-intrinsically motivated learners, such as
those not interested in the topic, than it does on those that are already interested in the topic. Figure
2 compares individual users interest level of the topic and their interest in the tutorial and provides
important insight along those lines. On average, participants found the content in the training
interesting, although their initial interest in the topic may have not been as high.
Before implementing the final product to the public and essentially into the hands of the
actual users, the designer will need to host further trials with potential users. One-to-one
observations offered the designer valuable feedback on what needs to be done to improve
instruction. The eye-opening one-to-one observations of participants allowed the ID to identify
complications and obstructions first-hand. The unobserved participants offered valuable feedback
via an online survey before and after completing the training.

Recommendations
Based on the observed one-to-one evaluation, many usability issues were easily observed,
not previously noticed to the ID during independent review of the prototype. Like many of the
participants, module 2, lesson 2 was a difficult and at times, frustrating lesson. Compacted with a
lot of information and vocabulary, restricted navigation, and a difficult practice assessment, most
users did not like this lesson.

31
The following table lays out the location of the problem, the problem, and recommendation
for improvement.
Table 7: Identifying Problems and Solutions
Location
Module
1
Module
2

Module
3

Module
4
Module
5
General

Problems
Audio (narrator sick)
Older data
L2: Restricted navigation
L2: Difficult Practice Quiz
L2: Difficult to move forward
L2: Practice: small font difficult to read
L3: Quiz images too small
L4: Quiz images too small
L1: U.K. Traffic image
L1: Doesnt go back main menu
L2: Multiple answer quiz
L2: 2 videos are the same
SRTS Funding Quiz question

Recommendations
Rerecord audio
Replace with current data
Unlock restrictions
Change to matching
Give navigation options
Change to matching

Poor audio (narrator sick)

Poor video quality
Large files many users screens froze
Video no start/stop/seek option
Lack of time stamps
Pre-Survey and Post-Survey do not
match exactly.

Rerecord audio
Rerecord video at higher resolution
Compact some images
Add start/stop/seek
Include length of module in LMS
Make confidence and interest questions
same

Less options, larger pictures

Change direction
Change navigation
Click all added
Replace Lane Changing
Should be in module 1

Along with the preceding recommendations and after editing the prototype based on these
recommendations, further trials with the target audience and an SME would offer more insight into
how to further improve the product to meet the needs of the trainer and trainees.

Summative Evaluation Plan

The summative evaluation is comprised of the skills, knowledge, and attitudes learners had
by the end of the entire training. This gives the instructors and agencies that fund these trainings
feedback on the learners abilities and intentions before they return to the field. The summative
evaluation is a cumulative assessment measuring the outcomes of the provided course. An
adaptation or extension of what is already in place for evaluation will be used if this product is
published. When used appropriately through a learning management system (LMS), most of the
online assessments are used as formative evaluations, allowing the instructor or designer to adjust

32
instruction to meet the specific needs of that audience. Given an LMS, discussions in an online
platform reflect some of the progress and misconceptions learners may have, allowing the
instructor to intervene and guide learners to a better understanding. The assessments used for
testing the knowledge in this prototype were short multiple choice, short answer, or true/false
questions that could be used to identify knowledge gain by comparing the pre-test and post-test. A
learning management system was not used for this initial trial.
Comparing the audiences attitudes before and after the lesson was also essential in
understanding the effectiveness of this product. Some participants showed little or no interest in
the trainings topic, yet provided feedback stating that they found the prototypes presentation of
the topic to be interesting. To retrieve a more objective change in attitude, questions within the
surveys before and after the prototype should be changed so that they are the same. An example
might be a Likert scale stating: With my current knowledge on traffic safety for youth, I feel
confident teaching others safe practices.
The online summative assessment is administered at the end of each instructional module,
addressing knowledge via online quiz and attitude through a reflection on Google Forms. The
instructor uses this data to assess whether learning has taken place before the live skills training.
A statistical analysis revealed that, in the trial, using diverse participants that did not
represent the ideal target audience, there was weak statistical significance of improved learning
outcomes, but not enough to reject the null hypothesis at the conventional 5% level. In a more
formal description, H0 is the null hypothesis, 1 is the mean score in percentage of the pre-test, 2
is the mean score in percentage of the post-test, and HA is the alternative hypothesis:
H0: 1 2
HA: 1 < 2
The tables and figures below analyze the test scores and other data gathered from the
participants to either reject or not reject the null hypothesis of no improvement in the testers
learning. Presuming the participants improve their overall score from the pre-test to the post-test,
the alternative hypothesis is presented as follows: the post-test will have a higher mean percentage
of correct responses than the pre-test or HA: 1 < 2.
Table 5 demonstrates the pre- and post-test scores for all nine participants, including the
respective mean outcomes. Evaluated by the means of the assessments, the post-test shows an
improvement of 5 percentage points over the 80 % pre-test mean. However, individual outcomes

33
showed remarkable variance. Of the nine users, four improved their test scores after participating
in the lesson. Participant 6 showed the most improvement (+ 29%), while participant 1 scored
worse in the post-test (- 9%). Figure 3 presents the pre- and post-test for each individual participant.
Table 8: Participants Pre-test and Post-test Scores
Participant ID #
1
2
3
4
5
6
7
8
9
Mean

Pre-test
86%
93%
79%
93%
79%
71%
71%
64%
86%
80%

Post-test
77%
100%
77%
85%
77%
100%
92%
77%
85%
85%

Given the improvement of outcomes in the post-test, the following analysis subjects the
results to an analysis of statistical significance. Recognizing the null hypothesis: pre-test score
post-test score and the alternative hypothesis: pre-test score < post-test score, a t-test was used to
analyze the above data to review the significance of the results. Since the two sets of data are
dependent the participants are the same individuals before and after the lesson is administered
a paired sample t-test was used, the results of which are presented in Table 6. If the absolute value
of the t Statistic (t Stat) is greater than the t distributions critical value (t Critical), then one can
reject the null hypothesis. The absolute value of the one-tail t Stat |t| is 1.45 and the t Critical value
is at 1.86. This indicates that the t Stat is less than the t Critical value (1.45<1.86), and therefore,
no statistical significance is suggested by this analysis. Since the p Value is more than 5 % (p >
0.05) at 0.09, the null hypothesis cannot be rejected at the 0.05 significance level. However, the p
Value is less than 10 % (p < 0.10) at 0.09 in the appropriate one-tail test. It can be argued that the
null hypothesis can be rejected at the 0.10 statistical significance level a level that is not
universally accepted as sufficient statistical significance, however.

34
Table 9: t-Test Paired Two Sample for Means
Summary
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

Pretest
0.801587302
0.009920635
9
0.11602387
0
8
-1.447517379
0.092888664
1.859548038
0.185777327
2.306004135

Post test
0.863247863
0.008547009
9

The above results may reflect the small sample size of only nine participants. They may
also be connected to the following noteworthy observation. Four of the nine participants scored
lower on their post-test than they did on the pre-test, limiting the measured mean improvement in
learning outcomes. Many of the participants reported completing the entire prototype in one sitting,
which may have led to fatigue and irritability. Completing extended education lessons in the
evening after a long day at work can become a common scene in adult learning, but can have
adverse effects on tired adults and their results (Barbera, 2013). In a real-world situation, these
tutorials would be split-up throughout the week with the guidance of a trainer through an LMS,
giving adults more motivation to reasonably reflect and participate in group discussions.

35

Conclusion
In fall 2014, a need was identified in the traffic safety education training provided to
Physical Education teachers in schools within the state of Washington. The creation of this
capstone project to fill this gap encompassed the technical skills and knowledge gained from
participation in the California State University, Monterey Bays Master in Instructional Science
and Technology. Through the careful analysis of the pre- and post-tests, as well as the surveys, the
effectiveness and usability of the prototype were determined to be indicative of a useful and viable
training.
The results of the pre- and post-tests reflected some learning gains within the sample
population. In addition, the feedback on the post-survey will help improve the prototypes design
and function. Using multimedia principles and adult learning theories helped participants stay
involved and on task. This was reflected by a participants comment that the training was more
engaging than the tutorials that this participant needed to often complete for their employer, which
often only included text and multiple choice assessments.
There were some limitations of this project due to the transitional phase of Washington
States Safe Routes to School programs mergence, which resulted in a lack of a subject matter
expert and target audience during the development, implementation, and evaluation of the
prototype. During this transition, the key players of the program were not able to communicate
needs or wants with the instructional designer, however, the decision to continue the project was
made by the instructional designer and adviser, considering the research and design features that
have already been addressed before the Safe Routes to Schools program transition. The project
can be and should be edited to meet any new criteria when the transition is complete.
Before the capstone project is available to the public, the recommendations will be
addressed and specific features of the project will be edited. After the transition is complete, new
data should be available and included in the modules to meet current needs. If other programs
become interested in using parts of the project for their programs educational needs, close
communication with the instructional designer can result in a prototype that is designed and
developed for that programs unique needs.
Overall, the development and design of this training was deemed to be highly viable and
clearly useful in the area of bicycle safety.

36

References
Aoki, M. (2013). Safe routes to school bicycle and pedestrian safety education: Program
evaluation report September 2013. Olympia, WA: Washington State Department of
Transportation (WSDOT) and the Office of Superintendent of Public Instruction (OSPI).
Retrieved from https://www.k12.wa.us/HealthFitness/SafeRoutes.aspx.
Baker, A. (2008). Smart cycling: Traffic skills 101. League of American bicyclists. Washington,
DC.
Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9),
1175-1184.
Bandura, A. (2001). Social cognitive theory of mass communication. Media Psychology, 3(3),
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Barbera, E. (Ed.). (2013). Assessment and evaluation of time factors in online teaching and
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38

Figures

Average Interest
4.6
after

before

4.4
4.2
4
3.8
3.6
3.4
What is your interest What is your interest
level in traffic safety? level in bicycling?

The lesson content

was interesting.

Figure 1. Average Participant Subject Interest and Lesson Approval

Individual Interest
5
4
3
2
1
0
1

What is your interest level in traffic safety?

What is your interest level in bicycling?
The lesson content was interesting.

Figure 2. Individual Participant Subject Interest and Lesson Approval

39

Percentage

Participant Pre- and Post-test Scores

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Pre-test
Post-test

1
86%
77%

2
93%
100%

3
79%
77%

4
93%
85%

5
79%
77%

6
71%
100%

7
71%
92%

Participant ID

Figure 3. Participant Pre-and Post-test Scores

8
64%
77%

9
86%
85%

40

Appendix A: An Outline of the Modules

Outline of Modules 1-5 for P.E. bicycle training
1.
2.

Module 1: Introduction to Safe Routes to School

1.1.
Edit video
Module 2:The Basics: Bike Parts and Safety Accessories
2.1.
Introduction: video created by T. Hogrefe
2.2.
Preassessment
2.2.1.
What is my bicycle knowledge?
2.2.2.
Multiple choice: 3 questions
2.3.
Choosing the right bicycle: Video created by T. Hogrefe
2.3.1.
Type of bicycle
2.3.1.1.
Video by LAB
2.3.1.2.
Recap: what type of bike would you choose?
2.3.2.
Size of Bicycle
2.3.2.1.
Video created by T. Hogrefe with screencasts of bikepedinfo
2.3.2.2.
Recap: What size bicycle is correct?
2.3.3.
Adjusting the Bicycle
2.3.3.1.
Video by LAB
2.3.3.2.
Recap: What tool can you use to adjust your bicycle?
2.3.4.
ABC Quick Check
2.3.4.1.
Video by LAB
2.3.4.2.
Recap: What does ABC Quick Check mean?
2.3.5.
Practice
2.4.
Bicycle Parts and Function: Tutorial by T. Hogrefe
2.4.1.
Introduction
2.4.1.1.
Welcome
2.4.1.2.
Introduction
2.4.2.
Lesson
2.4.2.1.
Instructions
2.4.2.2.
Lesson
2.4.2.3.
Practice
2.4.3.
Quiz
2.4.3.1.
Instructions
2.4.3.2.
Quiz
2.5.
Safety Equipment and Clothing
2.5.1.
Introduction Video created by T. Hogrefe
2.5.2.
Helmet
2.5.2.1.
Video by LAB
2.5.2.2.
Recap: Which is the correct helmet fit?
2.5.3.
What to Bring

41
2.5.3.1.
2.5.3.2.

3.

Video by LAB
Recap: What you need to bring with you on your bike ride? Check
all that apply.
2.5.4.
What to Wear
2.5.4.1.
Video by LAB
2.5.4.2.
Recap: Why do you need to wear Lycra (bicycle shorts and jersey)
for bicycling?
2.6.
Bicycle Handling Basics: Video created by T. Hogrefe
2.6.1.
Starting and Stopping
2.6.1.1.
Video by LAB
2.6.1.2.
Recap: Which position should you be in before you start riding?
2.6.2.
Steering
2.6.2.1.
Video by LAB
2.6.2.2.
Recap:
2.6.3.
Scanning
2.6.3.1.
Video by LAB
2.6.3.2.
Recap: When is scanning important?
2.7.
Shifting gears
2.7.1.
Video by LAB
2.7.2.
Recap: When its hard to pedal, I should...
2.8.
Assessment:
Module 3: Bicycling and Walking in Traffic
3.1.
Your Role in Traffic
3.1.1.
Introduction with scenarios
3.1.2.
Principles of traffic law
3.1.2.1.
Video by LAB
3.1.2.2.
Recap: T/F Bicycles need to stop at stop signs.
3.1.3.
Changing lanes safely and intersection positioning
3.1.3.1.
Video by LAB: changing lanes, signaling, intersection positioning.
3.1.3.2.
Recap:
3.2.
Avoiding Crashes and Hazards on the road
3.2.1.
Introduction: crash statistics. Focus: youth with scenarios: video by T.
Hogrefe
3.2.1.1.
Video by LAB: Where should I ride?
3.2.2.
What youth pedestrians and bicyclists need to look out for: Video by
T.Hogrefe
3.2.2.1.
Cars
3.2.2.1.1.
Moving
3.2.2.1.2.
Parked
3.2.2.2.
Trucks
3.2.2.3.
Pedestrians
3.2.2.4.
Driveways
3.2.2.5.
Trains and train tracks
3.2.2.6.
Gutters: drains, glass, obstacles,

42

4.

5.

6.

3.3.
Assessment: Scenario based assessment with multiple choice answers
Module 4: Enjoying the ride
4.1.
Introduction: video by T. Hogrefe
4.2.
Sharing the trail
4.2.1.
Video by LAB
4.3.
Riding on the sidewalk
4.3.1.
Video by LAB
4.4.
Assessment: Scenario based assessment with multiple choice answers
Module 5: P.E. Curriculum
5.1.
Screencast on access and overview of curriculum.
5.1.1.
Where to find it
5.1.2.
Layout
5.1.3.
Assessment: Show that curriculum has been accessed by user
Closing statement

Resources for teachers:

Pedestrian videos: http://www.pedbikeinfo.org/pedsaferjourney/mi_en.html
http://www.pedbikeinfo.org/programs/education_bike_child_9_12.cfm
http://www.pedbikeinfo.org/bicyclesaferjourney/mi_en.html

43

Appendix B: Audience Survey

44

Appendix C: Pre-test Screenshots

45

46

47

48

Appendix D: Module 1 Post-test Screenshots

49

Appendix E: Module 2 Post-test Screenshot

50

Appendix F: Module 3 Post-test Screenshot

51

Appendix G: Module 4 Post-test Screenshot

52

Appendix H: Usability Test Sample

53

Appendix I: Screenshots of Module 1

54

Appendix J: Screenshots of Module 2

55

Appendix K: Screenshots of Module 3

56

Appendix L: Screenshots of Module 4

57

Appendix M: Screenshots of Module 5

58

Appendix N: P.E. Teacher Resources

Curriculum: http://www.k12.wa.us/healthfitness/SafeRoutes.aspx
SRTS website:

Washington State SRTS: http://www.saferouteswa.org/

Washington State DOT: http://www.wsdot.wa.gov/LocalPrograms/SafeRoutes

National Center: http://www.saferoutesinfo.org/

Advocacy and Club websites

Washington Bikes: http://wabikes.org/growing-bicycling/srts/

Cascade Bicycle Club: http://www.cascade.org/learn

League of American Bicyclists: http://www.bikeleague.org/

Feet First: http://www.feetfirst.org/what-we-do/safe-routes

Alliance for Biking and Walking: http://www.bikewalkalliance.org/

Child-audience tutorials online

Pedestrian Safety: http://www.pedbikeinfo.org/pedsaferjourney/mi_en.html

Bicycle Safety: http://www.pedbikeinfo.org/bicyclesaferjourney/index.html

Bike Safe - Bike Smart: http://www.nhtsa.gov/Driving+Safety/Bicycles/Bike+Safe++Bike+Smart+(25MB+and+146MB,+WMV+format)

Educational Material

North Carolina DOT: http://www.ncdot.gov/bikeped/safetyeducation/materials/

Bikeology:
http://www.shapeamerica.org/publications/resources/teachingtools/qualitype/bicycle_curr
iculum.cfm

Other resources

Highway Safety Research Center: http://www.hsrc.unc.edu/safety_info/bicycle/

National Highway Traffic Safety Administration: http://www.nhtsa.gov/Bicycles

59
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