Use the Force Continuum

The Problem

After analyzing the performance problem, I confirmed with my subject matter expert (SME), that the new police officers had the knowledge; but lacked the skills required to navigate these tense situations successfully. I proposed a scenario-based eLearning experience where the new recruits could practice utilizing steps in the Force Continuum protocol to aid in de-escalating situations that they faced while on the job. The goal was to reduce the long-term negative impacts of the problem by providing a risk-free environment to make choices and experience the results. This helped the learner connect their choices with the real-world consequences.

Question 3

I followed the ADDIE model to guide the project, beginning with action mapping in collaboration with an experienced police officer, who served as the SME. Using insights from our meetings, I created a text-based storyboard, visual mockups in Vyond, and a Storyline prototype, which was refined based on the SME’s feedback before full development.

After discussing the problem and proposed solution, I consulted with my SME to identify actions new recruits were performing incorrectly. Action mapping helped us focus on what recruits need to do on the job—not just what they need to know—by zeroing in on observable, high-impact behaviors that directly support the business goal of reducing the misuse of force and improving public trust. Together, we prioritized key actions within each level of the Force Continuum, including when to apply de-escalation techniques, when to use force in response to physical aggression, and when to use a weapon if the suspect is armed and poses an immediate threat.

Once the action map was complete, I worked with my SME to get more information to create the text-based storyboard. This was a vital step in the process as it served as the blueprint for the overall design and development of the project. 

The storyboard was written so that each question was a high-priority action that the user had to practice. I continued to collaborate with my SME to ensure that the actions and consequences modeled real-life as closely as possible.

The story was written to immerse the user in a real-life situation that could occur on the job. The learner experienced real-world negative consequences when they chose incorrectly. As guidance to the learner, I introduced a mentor character that assisted the user through the experience and provided information on demand.  I also created a Deputy Badge Star Success Meter as a gaming component to help encourage the learner. A star would appear if the user chose the correct action. Getting three stars results in the main character earning his Deputy badge.

After receiving approval on the storyboard, I created my mood board in Figma to gather inspiration for color combinations and fonts. Then, I developed my style guide, selecting colors that were drawn from the Vyond video assets—specifically the characters and backgrounds—to ensure visual cohesion across all media. I chose fonts and a color palette that not only complemented the overall tone of the project but also reflected the look and feel of real-life police uniforms, enhancing realism and relevance.

After creating the style guide, I iterated on the wireframes to solidify the layout for each type of slide to be included in the prototype (Title Slide, Mentor Slide, Question Slide, etc.) Using Figma, I rapidly iterated through multiple versions of the visual mockups, refining layout, color schemes, and user interface elements to enhance clarity and usability. I focused on integrating specific visual elements—such as icons, illustrations, and consistent typography—to bring the content to life and support key learning points. Throughout the process, I regularly referred back to the text-based storyboard to ensure that the visual design remained aligned with the intended learner experience and learning objectives.

Once the visual mockups were finalized, I moved into prototyping the eLearning experience using Articulate Storyline 360. The interactive prototype included the title screen, scenario introduction, mentor introduction, and the first question’s correct and incorrect consequences. I focused on capturing the overall UX/UI through these slides to ensure the navigation felt intuitive and the experience remained immersive.

To enhance engagement, I implemented smooth fade transitions and crisp animations throughout each slide. I also prototyped a custom animation sequence utilizing multiple motion paths throughout the project. Many animations were synchronized with audio. Additionally, I introduced the first version of the “success meter”—a visual tool designed to reflect the consequences of learner choices in real time.

The prototype was shared with key stakeholders and members of the instructional design community to gather feedback on usability, flow, and visual design. Based on the feedback, I made minor refinements, including tightening transition timings in both Vyond and Storyline, and adding audio cues to the police cars and ambulances. With the core framework validated, I proceeded to full development.

Example of a scene created in Vyond

Full Development

After collecting detailed feedback on the prototype and applying several thoughtful iterations, I moved forward with developing the full project. The final product consists of over 90 dynamic videos, originally designed in Vyond and seamlessly integrated into Articulate Storyline 360. Each scene was carefully crafted to deliver an engaging, immersive experience tailored for new police recruits.  

Custom Animations: Using Vyond allowed me to bring the story to life with expressive characters and visually engaging scenarios. The animation helps learners step into the shoes of a new recruit, experiencing day-to-day challenges and decision-making processes alongside the characters. This approach keeps engagement high and reinforces key learning objectives through continuous motion and visual storytelling.

Motion Paths: Motion paths were intentionally applied throughout to direct the learner's attention to critical details; and maintain narrative flow and tone. These guided movements contribute to a cinematic feel, enhancing the storytelling while ensuring that educational objectives are met.

Sound effects: Minimalist yet powerful, the sound design enhances emotional impact without overwhelming the learner. Key sound effects are placed at pivotal moments—whether it’s the siren of a police car, a radio dispatch, or an alarm—providing a subtle but effective layer of immersion.

Gamification: I incorporated gamification by using a star-based point system to reward learner progress and increase engagement. Learners earn stars by choosing the correct answer, and those who earn all three stars are awarded a virtual deputy badge—reinforcing achievement and encouraging full participation. This mechanic not only contextualizes the emotional stakes but also ties directly into narrative progression—helping the officer earn their deputy badge by the end of the training. It adds a layer of motivation while supporting the core training objective: managing high-stress encounters with professionalism and empathy.

Results and Takeaways

To evaluate the effectiveness of this training, I applied Kirkpatrick’s Four Levels of Evaluation: Reaction, Learning, Behavior, and Results.

For Level 1 (Reaction), I developed a Google Form survey using a Likert scale to gather learner feedback on their course experience and their perceived readiness for real-world scenarios.

View full survey here

For Level 2 (Learning), I created a rubric aligned with the three key actions identified in the action map. This rubric will allow police department staff to assess whether learners gained the intended skills as well as providing the targeted feedback to support continuous improvement.

Once observations have been conducted for at least 75% of new police academy recruits, Level 3 (Behavior) will be evaluated by analyzing the number of “proficient” ratings for each key action. The goal is for 90% of observed recruits to demonstrate proficiency in at least two out of the three targeted actions.

To measure Level 4 (Results), the goal is to reduce the number of incidents during training sessions by at least 30% over the next 12 months.

Incident data will be tracked monthly and compared between two groups: 

• Group A (control), consisting of recruits who have not received the training

• Group B, consisting of recruits who have completed the training beforehand

Baseline data from the previous twelve months will serve as a reference point. Staff will log incidents in a shared tracking document, and at the end of the twelve-month period, we will analyze the data to determine whether the training resulted in a measurable reduction in incidents.