1

Running Head: PRTOTYPE FORMATIVE EVALUATION

Formative Evaluation of the Instructional training module using eXplorance Blue as a

questionnaire tool

May Matti

California State University, Monterey Bay

IST622 Assessment and Evaluation

Dr. Bude Su

June 14, 2022

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Prototype Formative Evaluation

Table of Contents
Introduction......................................................................................................................................4

Methodology....................................................................................................................................5

Prototype......................................................................................................................................5

Learners.......................................................................................................................................6

Expected Outcomes.....................................................................................................................8

Cognitive Domain....................................................................................................................8

Affective Domain....................................................................................................................8

Psychomotor Domain..............................................................................................................9

Tryout process.............................................................................................................................9

Learner survey.......................................................................................................................10

Pre-Test..................................................................................................................................10

Instructional Training............................................................................................................10

Observation............................................................................................................................10

Post-test..................................................................................................................................11

Usability Questionnaire.........................................................................................................11

Tryout Conditions......................................................................................................................11

Result.............................................................................................................................................12

Entry Conditions........................................................................................................................12

Intended.................................................................................................................................12

Observed................................................................................................................................12
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Prototype Formative Evaluation

Instruction..................................................................................................................................12

Intended.................................................................................................................................12

Observed................................................................................................................................13

Outcomes...................................................................................................................................13

Intended.................................................................................................................................13

Observed................................................................................................................................14

Data Analysis.........................................................................................................................14

Recommendations......................................................................................................................16

Summary........................................................................................................................................17

Reference.......................................................................................................................................18

Appendices....................................................................................................................................19

Appendix A (Consent form for learner)..................................................................................19

Appendix B (Demographics Questionnaire)...........................................................................20

Appendix C (Learner Survey).................................................................................................21

Appendix D (Pre-Test Questionnaire).....................................................................................22

Appendix E (Link to eXplorance Blue training Module)........................................................24

Appendix F (Observation Checklist).......................................................................................25

Appendix G (Post-Test Questionnaire)...................................................................................26

Appendix H (Usability Test)...................................................................................................28

Appendix I (Excel Worksheet)................................................................................................29

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Prototype Formative Evaluation

Introduction

Formative evaluation provides the instructional designers with valuable feedback to,

modify, refine, or revise the training instructions of the training module prototype (Russ-Eft and

Preskill 2009). The quantitative and qualitative data collected during the formative evaluation

can be utilized to determine the effectiveness of training and improve the feature of the final

product.

The Instructional training module using eXplorance Blue as a questionnaire tool consists

of three modules. The designer developed an interactive instructional prototype for module two

about familiarizing learners with the basic features of eXplorance Blue software and how to use

the software for building questionnaires. The self-paced instructional module of 18 minutes long

is intended to train the faculty in the Language Proficiency Assessment Directorate (LPAD) at

Defense Language Institute for Foreign Language Center (DLIFLC).

The eXplorance Blue platform is Army-approved software used to collect data and

generate reports regarding feedback from both students and employees to optimize the

performance of DLIFLC organizations and to evaluate and improve educational programs.

The designer conducted a formative evaluation for the prototype designed using software

simulation mode in Captivate. The purpose of this formative evaluation is to determine the

effectiveness of the content, delivery method, and learning outcome of the prototype. The extent

of change in the participants learning knowledge of the training module was measured by

analyzing the learners' pre-and post-test scores.

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Methodology

Prototype

Recently, the LPAD at DLIFLC adopted eXplorance Blue as a new tool approved by the

US Army. Employees use this tool to develop questionnaires/surveys that are used to collect data

about the organizational needs and research projects.

The eXplorance Blue platform is utilized to collect data and provide result reports

regarding feedback from both students and employees to enhance and optimize the performance

of DLIFLC organizations and to assess and improve educational programs. With the new tool

eXplorance Blue, the majority of the LPAD faculty are not aware of the feasibility of using this

software for conducting surveys or are not aware of how to use it to build questionnaires. 

The Needs analysis data conducted in LPAD confirmed that there is a lack of knowledge

and skills needed to utilize eXplorance Blue in building questionnaires and generating result

reports. The lack of knowledge and skills needed to use this primary tool affects achieving the

organizational goal to collect feedback from participants in training sessions held in the

organization and from students participating in the Interim Student Questionnaire (ISQ)/End of

Program Student Questionnaire (ESQ) to evaluate and improve training and educational

programs.

The prototype for module two of the intended instructional solution is used for the

formative evaluation. This module is designed and demonstrated by using a series of software

simulations in Adobe Captivate 2019 concentrating on the use of the eXplorance Blue software

questionnaire tool. The prototype consists of narrated instructions, interactive activities, images,

and screenshots for eXplorance Blue. The learners will be able to interact with the instruction at
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their own pace and have hands-on experience in utilizing the software features without the need

to log into the eXplorance Blue.

After each part of the demonstrated instructions, the learners will engage in a simulation

activity that allows them to revisit various features of the eXplorance Blue software and be

familiar with its functionality. To conclude the training module, a self-assessment graded quiz is

provided to the learners to check their acquired knowledge with immediate feedback. The

Learners will be able to access the published module through a link via their work email with

instructions.

Learners

The demographic information of the target audience that participated in the needs

assessment questionnaire revealed that the target audience in this instructional module were two

males and seven females with a total number of nine faculty members. The participants’ years at

DLIFLC varies between 10-20 years (66.67%) and more than 20 years (33.33%). The

educational level of the target audience ranges from 4 years college degree (BA/BS) to a

Doctoral degree.

The needs assessment survey conducted to the target audience consisted of 10 questions

addressing the audience’s familiarity level regarding developing surveys, analyzing responses,

and the use of the eXplorance Blue software in general and specific surveys (Appendix C).

The experience of the audience in developing surveys and using different tools depends

on their knowledge and skills. The analysis of the data collected revealed (11.11%) of the

participants are extremely familiar with developing questionnaires while (55.56%) are somewhat

familiar with developing surveys and (33.33%) are not familiar with developing questionnaires.
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In addition, (22.22%) of the participants were found to be extremely familiar with analyzing data

collected in a survey, and (44.44%) are somewhat familiar, however (33.33%) are not familiar

with analyzing the survey responses collected.

The data collected about developing surveys using software tools showed that (11.11%)

is extremely familiar with using software tools but (44.44%) were somewhat familiar and

(44.44%) were not familiar with using software tools to develop surveys.

In addition, the collected data showed that none of the participants are extremely familiar

with the eXplorance Blue tool, navigating its platform, and the function of the various Tabs

available on the platform. On the other hand, (22.22%) of the participants are somewhat familiar,

and the remaining participants (77.78%) are not familiar with the eXplorance Blue tool.

Regarding the development of open-ended questionnaires using eXplorance Blue, only

(11.11%) of the participants are extremely familiar and the remaining (88.89%) of participants

are not familiar. As for developing multiple-choice questionnaires using the eXplorance Blue

survey tool, it was found that none of the participants is extremely familiar, and (22.22%) are

somewhat familiar. Also, the data showed that (77.78%) are not familiar with using this tool to

develop multiple-choice questionnaires.

When addressing developing questionnaires with the Likert scale using the eXplorance

Blue” survey tool, data collected revealed that none of the faculty are extremely familiar and

(25.00%) are somewhat familiar while the majority (75.00%) are not familiar. Finally, all the

participants in this survey are not familiar with creating result reports for questionnaires

developed using the eXplorance Blue survey tool.

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After completing this instructional prototype, learners will be able to recognize the

feature and functionality of the most used tabs in eXplorance Blue. These specific features

encompass selecting an appropriate option to start establishing a questionnaire, creating different

question types, previewing questions, sharing a questionnaire with other project managers,

publishing a questionnaire, and obtaining a questionnaire link.

Expected Outcomes

By the end of this prototype, learners can use the eXplorance Blue software successfully

in creating a questionnaire by giving a scenario for a specific task. The learners will be able to

create a new project, select the definition of the project, verify the definition, establish the

project, fill out the important field in the info-tab, build various types of questions, and share

their new project with others project managers, finalize the new project and obtain the link of the

new questionnaire. The module applies to all learning domains.

Cognitive Domain

Learners took the pre-test to evaluate the level of their knowledge in using eXplorance

Blue software. Also, a post-test was conducted after completion of the training to assess the

effectiveness of the module on learners’ knowledge level in creating a questionnaire using the

eXplorance Blue survey tool. During the training module the learners are introduced to the

content and steps required in the demonstration mode, then are asked to practice them in the

training mode.

Affective Domain
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The training includes a sample of the final projected outcome so that the learners are

motivated to interact positively in the training and follow the instruction step by step with

immediate feedback.

Psychomotor Domain

A simulation approach is used to present the instruction to meet the goal of the training.

The training part of the module offers the learners hand-on experience before using eXplorance

Blue software in their assignment. The stimulus presented in the training mode will guide the

learners through all the steps to prompt the required performance by selecting the appropriate

tabs or buttons and filling the correct info fields. The designer made sure that the learners cannot

proceed to the next step unless they perform the right action.

Tryout process

A tryout was conducted to assess the prototype’s effectiveness as a formative evaluation

for the instructional training. This implementation provides the designer with valuable feedback

while the training module is being built in order to validate or ensure that the instructional goals

are being met.

The tryout process consisted of a learner survey, pre-test, instructional training, post-test,

usability questionnaire, and observation checklist. Both tests and usability questionnaires have

been created using the eXplorance Blue software questionnaire tool. Learner survey, pre-and

post-test, instructional training, and usability questionnaire were sent to nine volunteered learners

via their work emails. Also, the designer provided a User ID to identify learners’ responses for

the assessment of the tests. The responses are saved in the eXplorance Blue software. All the

learners have completed the following.

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Learner survey

A learner survey was conducted to collect data about the knowledge and technical skills

needed in using eXplorance Blue software. The volunteered participants in the tryout accepted to

complete all the following forms:

• Consent form (Appendix A).

• Demographics questionnaire (Appendix B).

• Learner Survey (Appendix C).

Pre-Test

A Pre-test was conducted to evaluate the learner’s pre-training knowledge regarding the

basic features of the eXplorance Blue. It was created in eXplorance Blue and was sent to the

learners via email with instructions. The learners accessed the pre-test by clicking on the

provided link. The pre-test questions covered the content that was included in the instructional

training. The pre-test consisted of 10 multiple choice questions (Appendix D).

Instructional Training

After the learners completed the pre-test questions, the instructional training module was

sent via email to them with instructions. The training is an eLearning module 18 minutes long

and was designed using Adobe Captivate software. The content of the training demonstrates the

basic features used in the eXplorance Blue software, and also includes a “try me” mode after

each part of the demonstration mode (Appendix E).

Observation
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The designer observed four participants in person while they were taking the instructional

module to assess any technical problems that they may encounter such as accessibility of the

module through different browsers or glitches that might occur when navigating through the

module. In addition, to monitor the learners to ensure that they are following the steps in

sequence and not skipping any steps. The designer used observation notes as feedback to

improve the training module (Appendix F).

Post-test

Upon completing the instructional training module, a post-test was sent by email to the

learners to cover level two of “Kirkpatrick’s four evaluation model” which attempted to gauge

the depth of learning (Appendix G).

Usability Questionnaire

The Usability Questionnaire was conducted to collect data from the learner to cover level

one of “Kirkpatrick’s four evaluation models” which is “what do participants think and feel

about the training?” in order to improve the prototype training (Russ-Eft et al., 2009, p. 75).

The learners were asked to evaluate the quality of demonstration and training design, the

delivery method, and the functionality of the product. The data gathered will be used to refine the

instructional training module before it is introduced to the target audience (Appendix H).

Tryout Conditions

The tryout conditions are the same intended environmental conditions for the final

training module. The learners accessed the training using their workplace computers. In addition,

the learners were given the chance to complete all the activity and review it. As for the self-
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assessment quiz, the learners were given one opportunity to take it and review their answers with

immediate feedback.

Result

Analyzing and interpreting the data collected during the formative evaluation of the

prototype led to the modification and improvement of the prototype’s instructions as well as the

final product. This analysis focused on content, delivery, and assessment.

Entry Conditions

Intended

A sample number of nine volunteers from LPAD faculty were asked to participate in the

prototype, seven females and two males. The participants were informed about the training, and

they signed a consent form to agree to participate in the prototype. Also, they were asked to

complete the online demographic questionnaire (Appendix B) and Lerner Survey (Appendix C)

on eXplorance Blue. There were no specific pre-requisite skills or knowledge to participate in

the prototype. However, having basic skills in using technology is helpful to access all provided

links successfully. The designer anticipates learners will complete the prototype module, all

tests, and questionnaires within the allotted timeframe of forty-five to fifty minutes.

Observed

After completing the learner survey, one male of the participants was excluded from the

training since his result showed a good level of familiarity with the basic features of eXplorance

Blue software and its functionality. The pre-test was sent to the rest of the eight participants.
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Instruction

Intended

The remaining eight learners received an email containing a pre-test link that was created

in eXplorance Blue with instruction. This will be followed by sending a link to the prototype

module to access it via their work computer. During the training, the designer will observe four

learners identify any technical issues as well as how they react to the contents. Upon completion

of the training, the learners will be given a post-test as a level two Kirkpatrick’s evaluation and

usability questionnaire to provide any recommendations about the module.

Observed

The instructions were followed by the learners precisely and no problem was reported in

accessing the prototype. During the observation, early misspelling errors hindered the first

learner from navigating through and progressing to the next steps smoothly. This called a quick

intervention from the designer to correct the misspelling errors, updated the content, and resend

the updated link to the rest of the learners. Also, another learner indicated that the structure of

two questions in the self-assessment quiz included in the prototype was incorrect, thus, the

designer will correct them in the final version. Otherwise, all participants were able to use the

buttons and navigate throughout the module correctly. They completed the instructional training

without any technical problems. Upon completing the instructional training, learners sent

notifications to the designer in order to send them the post-test questionnaire, also they

completed level one of Kirkpatrick’s evaluation models and usability questionnaire so that the

designer will consider their recommendations and feedback to improve the prototype. The
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approximate time for completing all requirements including the prototype was about forty-five

minutes.

Outcomes

Intended

The training was designed to fill a gap between the learner’s current and the required

knowledge and skills in utilizing the eXpolrance Blue software in creating a questionnaire.

Therefore, the LPAD faculty will be familiarized with the basic features of the eXplorance Blue

software and its functionality in order to build, publish, and get a link to a new questionnaire.

As result, the designer anticipates that this module will have a positive impact on the

LPAD faculty’s technical skills and encourage them to integrate the instructions that the

prototype provides to assist them in completing their assignments.

Observed

This prototype is a self-paced module, and the learners were able to run the module by

accessing the provided link via email. Learners were able to follow all the instructions without

assistance, and no difficult technical issues were noted. The content and delivery method were

evaluated. The designer received positive feedback and recommendations from the learners and

the designer will take the feedback into consideration to improve the training module.

Data Analysis

The data collected from the pre-and post-test result were analyzed using eXplorance Blue

software. Each participant received a unique user ID to be used in identifying and compiling the
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collected data correctly for evolution purposes. The designer assigned one point for each correct

response of the pre-and post-test. The table below shows the pre-and post-test scores.

User ID Pre-test Score Post-test Score

L1 3 10
L2 5 8

L3 1 7

L4 5 9

L6 2 10

L7 3 10

L8 2 10

L9 6 9

The below Bar chart shows Pre- and Post-test faculty scores collected

Pre- and Post-test Score of eXplorance Blue Training

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10

0
1 2 3 4 5 6 7 8

Pre test Post test

The designer analyzed the collected data from pre-and post-test using “T-test paired two

samples for means” in order to find out whether the module changed learners’ level of required
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knowledge and skill in using eXplorance Blue. The table below shows the “T-test paired two

samples for means”.

t-Test: Paired Two Sample for Means

  Pre test Post test

Mean 3.375 9.125
Variance 3.125 1.267857143
Observations 8 8
Pearson Correlation -0.026913678
Hypothesized Mean Difference 0
df 7
t Stat -7.666666667
P(T<=t) one-tail 5.97443E-05
t Critical one-tail 1.894578605
P(T<=t) two-tail 0.000119489
t Critical two-tail 2.364624252  

The alternative hypothesis (H1), as anticipated by the designer, states that there will be a

change in the knowledge level of the learner after completing the training, there is a difference

between the pre-test (µ₁) and post-test (µ₂) results in this training, that is (H1: µ₁< µ₂), and the

null hypothesis is (H0: µ₁≥ µ₂). The mean score for the pre-test µ₁ = 3.375 and for the post-test

µ₂ = 9.125. Comparing the absolute value of t Stat with the t Critical value of one tail, the result

revealed t Stat= 7.67> t 0.05,7=1.89, this concludes that there is a statistically significant result in

the data collected and that we can reject the null hypothesis. Also, the P0.05 value (0.00005) is less

than 0.05 and this confirms the rejection of the null hypothesis.

The designer also calculated an Effect Size (d) test to verify if the result is practically

significant and the scores for pre-test (M=3.375, SD= 1.768) and the post-test (M=9.125, SD=
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1.126) differed significantly [t (7) = 7.67, p<.05 and d=3.97]. the result indicates that there is a

practical significance in applying this training (Appendix I).

Recommendations

The recommendations to improve the prototype were gathered during the formative

evaluation from a variety of sources, direct feedback from the learners, designer observation, and

the usability questionnaire. Also, these recommendations will be used to develop the final

product. Therefore, after evaluating the prototype, the designer collected the following

recommendations.

1. During the first training observation, one learner reported a few misspelling errors in

some of the prompt sentences in the practice section of the module, that prevented

learners from progressing, the designer corrected them immediately to prevent any

technical glitches and to progress throughout the training module easily and smoothly.

2. Recommendation to improve the audio narration. This is a valid point that will be taken

into consideration in the development of the final project as it will decrease the need for

the learners to repeat the module several times in order to grasp the instruction.

3. Leaners recommended correcting some of the question structures in the embedded self-

assessment quiz. This also will be considered when modifying the final project.

4. One learner suggested making the duration of some slides longer to comprehend the

content of the slides. Again, it is a valid point and will be taken into consideration in the

final project.
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Prototype Formative Evaluation

Summary

The formative evaluation concluded that the eXplorance Blue training module would

have a significate effect on improving learners’ knowledge and skills in using the eXplorance

Blue software to create a questionnaire. The data collected was analyzed using t-test for paired

two samples for means. The findings revealed that there is a statistically significant difference

between the pre and post-test knowledge levels, indicating that the learners’ performance

improved after taking this instructional training prototype.

The learners’ feedback and recommendations, as well as the designer’s observations

during the training process, will be utilized to modify and enhance the prototype design and

provide the groundwork for the final training module.

Reference

Kirkpatrick, L. & Kirkpatrick, J. (2006). Evaluating Training Programs: The Four Levels,

3rd edition. Oakland, CA: Berrett-Koehler Publishers, Inc.

Russ-Eft, D. & Preskill, H. (2009). Evaluation in Organizations: A systematic approach to

enhancing learning, performance, and change. (2nd). Basic Books. 

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Appendices

Appendix A

Consent Form for the learner

Thank you for your approval in participating in the prototype “Instructional training

module using eXplorance Blue as a questionnaire tool”. The goal of this training is to use

eXplorance Blue in creating a questionnaire. Your participation in the formative evaluation of

this prototype will be of great importance to improve the training program. Any feedback or

response is of high confidentiality whether you continue your participation or withdraw at any

time. By signing and placing the date in the space provided below, you will indicate that you’ve

read the above introductions and have expressed your consent to participate in the formative

evaluation. You also understand that you can withdraw your consent at any time.

Sign here ______________________________ Date ____________________

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Appendix B

Demographics Questionnaire

Please select your educational level:

o Less than high school

o High school/GED

o Some collage

o 2-years college degree (Associated)

o 4-years college degree (BA/BS)

o Master’s degree

o Doctoral degree

o Others

Please select from the drop-down list the years of the experience in Defense Language Institute

of Foreign Language Center (DLI)

o Less than 5 years

o Between 5-10 years

o Between 10-20 years

o More than 20 years

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Appendix C

Learner survey

1 not familiar 3 somewhat familiar 5 extremely familiar

1. How familiar are you with developing surveys? 1 3 5

2. How familiar are you with analyzing data collected in a

survey? 1 3 5

3. How familiar are you with using software tools for developing
surveys? 1 3 5

4. How familiar are you with the “eXplorance Blue” survey tool? 1 3 5

5. How familiar are you with navigating the “eXplorance Blue” 1 3 5

platform?
6. How familiar are you with the function of the various tabs in
the “eXplorance Blue” platform? 1 3 5

7. How familiar are you with developing open-ended

1 3 5
questionnaires using the “eXplorance Blue” survey tool?
8. How familiar are you with developing multiple-choice
1 3 5
questionnaires using the “eXplorance Blue” survey tool?
9. How familiar are you with developing questionnaires with the
1 3 5
Likert scale using the “eXplorance Blue” survey tool?
10. How familiar are you with creating result reports for
questionnaires developed using the “eXplorance Blue” survey 1 3 5
tool?
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Appendix D

Pre-Test Questionnaire

Please, select the correct option from the choices given for each question.

1. What option do you need to select to create a questionnaire?

Select the appropriate option.

1) New report
2) New project
3) View projects
4) View reports

2. Which option should you select to define the project?

Select the appropriate option.

1) Typical Survey Definition (w/0 subjects)

2) Simplified survey

3. Which button should you click on to verify the definition of the project?
Select the appropriate option.

1) Create project
2) Validate
3) Project audience

4. Which button do you need to select to establish the project?

Select the appropriate option.

1) Select a Definition
2) Validate
3) Create project

5. After establishing a project, which specific field should you fill out on the info-content
page?
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Prototype Formative Evaluation

Select the appropriate option.

1) Internal project title

2) Project title
3) Project description

6. What is the function of the questionnaire tab?

Select the appropriate option

1) Publishing questionnaire
2) Sharing questionnaire
3) Building questionnaire

7. What is the function of “Add Question” button?

Select the appropriate option.

1) To preview a question
2) To create a question
3) To copy a question

8. Which tab should you select to share the questionnaire with other project managers?
Select the appropriate option.

1) Info tab
2) Triggers tab
3) Access tab
4) Task tab

9. Which tab should you select to finalize the newly created questionnaire?
Select the appropriate option.

1) Info tab
2) Questionnaire tab
3) Task tab
4) Publish tab

10. Which option button should you select to obtain a link for the newly created
questionnaire?
Select the appropriate option.
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Prototype Formative Evaluation

1) Display link
2) Publish
3) Pre-Publish

Appendix E

Link to eXplorance Blue training module

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Appendix F

Observation Checklist

Checklist Yes No Comments

The learner can easily get started with the 4

module.

The Learner is following the instruction. 4

The learner can skip any function of the 4

module.

The learner is able to navigate through the 3 1

module without any challenge.

The learner overcame a challenge with an 1 3

assistant.

The learner completed the whole module. 4

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Appendix G

Post-Test Questionnaire

Please, select the correct option from the choices given for each question.

1. What option do you need to select to create a questionnaire?

Select the appropriate option.

1) New report
2) New project
3) View projects
4) View reports

2. Which option should you select to define the project?

Select the appropriate option.

1) Typical Survey Definition (w/0 subjects)

2) Simplified survey

3. Which button should you click on to verify the definition of the project?
Select the appropriate option.

1) Create project
2) Validate
3) Project audience

4. Which button do you need to select to establish the project?

Select the appropriate option.

1) Select a Definition
2) Validate
3) Create project
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5. After establishing a project, which specific field should you fill out on the info-content
page?
Select the appropriate option.

1) Internal project title

2) Project title
3) Project description

6. What is the function of the questionnaire tab?

Select the appropriate option

1) Publishing questionnaire
2) Sharing questionnaire
3) Building questionnaire

7. What is the function of the “Add Question” button?

Select the appropriate option.

1) To preview a question
2) To create a question
3) To copy a question

8. Which tab should you select to share the questionnaire with other project managers?
Select the appropriate option.

1) Info tab
2) Triggers tab
3) Access tab
4) Task tab

9. Which tab should you select to finalize the newly created questionnaire?
Select the appropriate option.

1) Info tab
2) Questionnaire tab
3) Task tab
4) Publish tab
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10. Which option button should you select to obtain a link for the newly created
questionnaire?
Select the appropriate option.

1) Display link
2) Publish
3) Pre-Publish

Appendix H

Usability Test “Questionnaire eXplorance Blue training”

Your participation in the questionnaire of the eXplorance Blue instructional training is entirely

voluntary, and you may choose to skip any question that you don’t feel comfortable with. Your

response will be used solely for the purpose of the formative evaluation of the instructional

training of the eXplorance Blue questionnaire tool. All your responses will be kept confidential,

and your anonymity will be ensured.

1=Strongly Disagree 2=Disagree 3= Neutral 4=Agree 5= Strongly Agree

1. The eXplorance Blue questionnaire tool is user-friendly.

2. The training module is presenting a learning experience.
3. The navigation buttons of the training module function properly.
4. The pace of the training module is appropriate for the amount of content presented.
5. The demonstrations utilized in the training module are beneficial.
6. The amount of information in the training module is suitable.
7. The organization of the information in the training module is logical.
8. The activities in the training module are simple to carry out.
9. The instructions in the training module are straightforward.
10. The demonstrations in the training module address the objectives.

(optional)

a) What aspects or features of the training module did you find Most rewarding?
b) What aspects or features of the training module did you find Least rewarding?
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Appendix I

Excel Worksheet