CALIFORNIA STATE UNIVERSITY

MONTEREY BAY
Introduccin a los Controles de Trfico del Manual del Automovilista
del Estado de California
(Introduction to the Traffic Controls for the California Drivers
Handbook)
FINAL REPORT
Submitted in partial satisfaction of requirements of the degree of
MASTER OF SCIENCE in
Instructional Science and Technology
Ana Luisa Rincn
May 5, 2015
___________________________ ___________________________ _____________
Ana Luisa Rincn

Signature

Date

Table of Contents
Executive Summary.............................................................................................................2
Introduction and Background..............................................................................................2
Learner Analysis..............................................................................................................3
Literature Review............................................................................................................3
Solution Description............................................................................................................4
Task Analysis...................................................................................................................5
Media Components and Delivery Format........................................................................6
Challenges........................................................................................................................6
Methods and Procedure.......................................................................................................6
Steps to Create this Module.............................................................................................6
Timeline/Progress Report....................................................................................................7
Evaluation and Testing Plan................................................................................................7
Formative Evaluation.......................................................................................................7
Summative Evaluation.....................................................................................................8
Evaluation Results...........................................................................................................8
Conclusion...........................................................................................................................9
References..........................................................................................................................11

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Executive Summary
This instructional design project is an introduction to the traffic controls utilized
in the state of California as outlined in the California Drivers Handbook. This project
was created in Spanish to present an alternative option to the Spanish speaking
community in California regarding training and preparation for the California drivers
license exam that is offered in Spanish in the state.
Despite the current Spanish training materials offered by the Department of Motor
Vehicles (online and printed), the passing scores are consistently low statewide (Sushvir,
S.B., 2008). There is currently no other instructional material available in Spanish and
this course intends to address the performance gap by offering a comprehensive
instructional design prototype that incorporates text, narration, images, video, interactive
tools with practice quizzes, and a final exam which, upon satisfactory scores, will
generate a certificate of completion.
This will serve as an example of what is possible in regards to alternative training
materials for the California drivers license exam. The potential of this model extends to
the creation of a comprehensive course that can be made available to learners either
online or in combination with other personalized training, and consequently improving
significantly the passing scores of the applicants.
Introduction and Background
The California DMV handbook is currently available in English and a number of
languages in both online (.pdf found in the DMV website) and printed booklet formats,
including Spanish. Despite its availability, in April 2008 the Department of Motor
Vehicles conducted an Evaluation of The Spanish Class C Driver License Written
Knowledge Tests, in which it reports the overall fail rates for applicants is 73.4% for
original applicants and 71.6% for renewal applicants (Sushvir, S.B., 2008). Clearly, the
current training material available for Spanish speakers is not meeting the learners needs.
Two possible reasons for this deficiency are translation quality issues from English to
Spanish and low literacy levels from Spanish speakers, which may prevent them from
reading and comprehending the material.
Currently, there are no courses available on the market which offer an alternative
to the California DMV Spanish manual published online and in their booklets. The
purpose of this audiovisual and interactive instructional module is to fill the instructional

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gap that currently exists due to the lack of alternative manuals or study guides for
Spanish speakers aside from the DMV provided material.
Learner Analysis
There are more than 8 million documented Spanish speakers in California (U.S.
Census Bureau, 2000), and many more undocumented speakers who are now able to
obtain a drivers license. This means there are many learners who were born and raised in
this country but grew up speaking English and Spanish, as well as learners who came
from other countries and do not speak English. This course is intended to address the
needs of the Spanish speakers who are looking to obtain their California drivers license
and need to take the California DMV driving test, but are unable to take it in English or
prefer to take it in Spanish.
For those who are undocumented and do not speak English, a course like this is
not only important, but necessary, as it provides them with their only form of
identification in the U.S. Learners will need to be computer literate in order to take this
eLearning course. However, it is possible that a given organization or school may offer it
with assistance from an instructor, if the budget allows.
Literature Review
According to the 2000 U.S. Census Bureau, there were 28,101.052 Spanish
speakers in the United States, of which 8,105,505 were in California alone (Valds, G., et
al, 2006). It is important to take into account that some of those Spanish speakers are
born in the U.S. while others are immigrants from various countries. Those who do not
speak English rely on quality Spanish instructional material in order to pass the DMV test
and obtain their drivers license. Without a car, it is very difficult to get around in most
American cities. Every adult needs a drivers license not only in California, but in the
United States.
Thanks to the measure signed by Jerry Brown on October 3, 2013, undocumented
immigrants will be able to obtain a drivers license in California (EFE News Service,
2013), which means that at least a million people California (EFE News Service,
2013), will obtain a drivers license and the numbers continue to grow. The need for
effective and well-designed instructional materials for the California DMV exam is
evident.

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Solution Description
This project offers an upgraded and adequate instructional product that meets the
learners needs and prepares them for the California Drivers License exam. A new,
comprehensive eLearning product that incorporates text, narration, images, video and
interactive features with exercises and practice quizzes is an outstanding solution to this
problem because it provides a variety of options to receive information. This ensures that
the needs of learners with various Spanish speaking backgrounds and learning styles are
addressed by offering interactive and audiovisual alternatives that reach various literacy
and Spanish proficiencies, which in turn will result in passing scores for the DMV exams.
The theories applied to this instructional module are constructivism and cognitive
theory of multimedia learning. Cognitivism is applied by linking new information to preexisting knowledge. Applicants who are seeking to obtain their drivers license are
usually from one of the numerous Spanish speaking countries in the world. If they have
prior driving knowledge from their native countries, they will be able to relate that and
apply the new knowledge obtained in the course. In this case, the learner will build by
association connecting their existing knowledge as drivers in their place of origin to the
rules and regulations and signage in California. Regardless, the course is designed to
teach people with or without prior driving knowledge.
The Cognitive Theory of Multimedia Learning states that:
there are two separate channels (auditory and visual) for processing
information; there is limited channel capacity; and that learning is an active process of
filtering, selecting, organizing, and integrating information. (Cognitive Theory of
Multimedia Learning (Mayer))
This theory suggests that words and images are more effective instructional tools
than just words, adding auditory elements in a dynamic way. Since traffic signs are
visual tools of communication, we can ascertain that the use of multimedia provides an
optimal platform to represent the signage as accurately and close to real life as possible.
The Instructional Strategy of interactivity is the most relevant to this module
because there are practice questions and quizzes, which allow for interactivity to
reinforce concepts in a fun way. The ability to control the play buttons of the videos, as

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well as the navigation bar are also interactive tools that make the module easier to learn at
the learners pace and preferred learning style.
Task Analysis
1. Introduction Slide
Welcome and overview of the submodules of the course with video
2. Traffic Signal Lights (featuring images, text, and narration)
a. Stop light
b. Red arrow light
c. Yellow light
d. Yellow arrow light
e. Green light
f. Green arrow light
3. Traffic Signals (featuring images, text, and narration)
a. No U-turn
b. Stop
c. Yield
d. Do Not Enter
e. Railroad Crossing
f. School Crossing
4. Warning Signs (featuring images, text, and narration)
a. Slippery When Wet
b. Pedestrian Crossing
c. Winding Road
d. Two-Way Street
5. White Regulatory Signs (featuring images, text, and narration)
a. Do Not Block Intersection
b. One Way
c. Left Turn Only
d. Do Not Pass
6. Pedestrian Lights (featuring images, text, and narration)
a. Walk

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b. Do Not Walk
7. Final Exam intro page true/false, multiple choice, and matching style questions.
8. Certificate of Completion (Award of Excellence)
9. References
Media Components and Delivery Format
The media components utilized in this module include video, narration, images,
and interactive practice activities. Each module features text, images with narration, and
some animations. Additionally, there are practice exercises with interactive, one-click pop
questions and answers with feedback. The final exam features true/false, multiple choice,
and drag and drop questions.
The module was created with Adobe Captivate and published in various delivery
formats including flash, .pdf, and html. It can be accessed via computer and be set up to
require a user name and password, provided upon registration for the course. Similarly,
the computer access can be done in a group setting with an instructor, or at home with a
personal computer.
Challenges
The challenge of gathering adequate images was met by taking original photos
and footage and purchasing images from online image banks. One potential challenge for
the learner is lack of computer literacy. A lecture/online course combination may be the
solution to this problem.
Methods and Procedure
The creation of this module includes images and videos utilizing a Samsung Note
1 smartphone and transferring the files to the computer. Videos were edited in Windows
Movie Maker and Photoshop was used for image editing. The module itself was created
with Adobe Captivate, and delivered in flash and html formats.
Steps to Create this Module
Created storyboard with all text and narration

Gathered and edited images to be used

Created and edited videos

Recorded narration

Incorporated audiovisuals and text into corresponding slides

Created interactives for practice quizzes

Created final exam with a combination of question types

Configured award certificate and added references

Conducted evaluations

Timeline/Progress Report
Milestone 1: September December all images and video were downloaded and
edited to be ready for uploading to Captivate, utilizing a Smart phone, Photoshop
and Movie Maker.
Milestone 2: January - March Completed slides, audiovisuals and text and
began interactives and quizzes, production work on Captivate

Milestone 3: April - May Tested module and worked on debugging and final
editing

Milestone 4: May Submitted final project

Evaluation and Testing Plan
As stated previously, this is only an introductory course and its main purpose is to
present a prototype, or a sample of what can be created as an alternative educational
material for the California drivers license test. Consequently, the evaluations conducted
for this project do not focus on the content itself, but rather on the overall effectiveness of
the design, images, language, and structure of the prototype. Spanish speakers of different
backgrounds were selected to participate.
Formative Evaluation
The formative evaluation is a questionnaire that was taken prior to completing the
modules, and gathers general information about the learners previous knowledge and
experience with online courses in this area, as well as information about previous driving
experience. This evaluation consists of the following questions:
1. What is your experience level taking internet courses?
2. Have you ever taken a driving course online in Spanish?
3. Have you ever taken a driving course online in English?
4. Do you have a drivers license in the United States?
5. Do you use the services and bilingual publications offered in California public
establishments?

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6. What is your opinion on the quality of these products and services?
Summative Evaluation
After taking the course, the evaluators completed a second questionnaire where
they assess the effectiveness of the modules based on the following questions:
1. How long did it take you to complete the course?
2. The organization of the modules was:
3. The images in the modules are relevant and help me understand the content.
4. The narratives are relevant and help me understand the content.
5. The Spanish used in this course is adequate and easy to understand.
6. The audiovisuals help me understand the content.
7. The modules design is professional and visually adequate for the content.
8. This course is adequate for Hispanics of all origins.
9. I think this course will be useful for all Spanish speakers.
10. Its important that everyone has access to a drivers license in the United
States.
11. Comentarios y sugerencias
Evaluation Results
The participants responses in the pre-evaluation questionnaire are varied in
regards to the initial questions about whether they have taken courses online, have a
drivers license, or utilize Spanish publications. However, the majority of the participants
express that they believe the products and Services in Spanish are useful and agree that it
is very important to have their drivers license in the U.S.
The post-evaluation responses show an overwhelming approval rate in regards to
the effectiveness of images, narrative, Spanish language quality, audiovisuals, design, and
usefulness of this instructional module. Additionally the overwhelming majority agrees
that it is very important and they all agree that everyone has access to a drivers license.

Conclusion
This instructional module is a sampling of the traffic controls that must be learned
by those who seek to obtain a California drivers license, as outlined in the California
Drivers Handbook. There is a wide performance gap between the learners who study the
current manual available in Spanish, and the passing scores of those who take the test.
The printed and online Spanish manuals made available by the Department of Motor
Vehicles consist of images and text only, and the learners needs extend far beyond those
formats, considering the various limitations the Spanish speakers face, including but not
limited to: different Spanish language or dialect backgrounds, problems with illiteracy,
and poor translation quality of these manuals that can prevent the learners from
understanding the material as intended.
The prototype proposed includes an upgraded instructional product that offers
eLearning solutions with images, video, narration and interactive activities that engage
the learner on many levels, as suggested by the instructional design theories of
constructivism and the cognitive theory of multimedia learning. These elements facilitate

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the linking of previously acquired knowledge and the incorporation of new knowledge
through visual, auditory and interactive engagement with the content. Learners have more
than one point of reference to understand the material presented and this will significantly
improve the learning experience and consequently the passing scores for those Spanish
speakers who seek to obtain their California drivers license, an essential identification
for everyone in the state of California.
Spanish speaking evaluators of various backgrounds expressed an overwhelming
approval and support for this project after taking the course online and completing the
formative and summative evaluations. There are many such courses available online for
English speakers, created by independent designers and/or organizations. Similarly, this
course could potentially be the first of many that could be made available online and in
classroom settings.

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References
Brar, Sushvir S. (2008). Evaluationof the Spanish Class C Driver License Written
Knowledge Test. Retrieved from
http://apps.dmv.ca.gov/about/profile/rd/r_d_report/Section_2/S2-226.pdf
State of California, (2001). California Driver Handbook Traffic Controls.
Retrieved from
apps.dmv.ca.gov/pubs/hdbk/traff_lgts_sgns.htm#traffic_lights
Clark, R.C., Mayer, Richard E. (2012). e-Learning and the Science of Instruction:
Proven Guidelines for Consumers and Designers of Multimedia Learning,
Third

Edition.

Retrieved

from:

http://onlinelibrary.wiley.com.library2.csumb.edu:2048/book/10.1002/97811
18255971
Valds, Guadalupe, Fishman, Joshua A., Chvez, Rebecca, Prez, William (2006)
Developing Minority Language Resources: The Case of Spanish in
California
EFE News Service [Madrid] (2013) California to issue drivers licenses to
undocumented: US Immigrants/licenses
(Cognitive Theory of Multimedia Learning (Mayer))Retrieved from:
http://www.learning-theories.com/cognitive-theory-of-multimedialearning-mayer.html