Spotting Scams
Overview
Title: Spotting Scams – Scenario-Based eLearning Course
Audience: General public and learners seeking to improve their digital literacy and critical thinking skills, particularly in identifying and avoiding common scams
Role: Instructional Designer, Visual Designer, eLearning Developer, Scriptwriter
Tools Used: Articulate Storyline, Adobe Illustrator and Adobe Photoshop
Categories: Scenario-Based Learning, Simulation, Microlearning
Purpose & Rationale
This project was designed to help learners recognize and respond appropriately to common scams encountered through everyday communication channels: text messages, phone calls, and emails. As digital threats become more sophisticated, the ability to spot red flags and make safe choices has become an essential life skill.
The course uses a scenario-based approach to immerse learners in realistic situations, encouraging critical thinking and decision-making under pressure. My goal was to create an engaging, practical learning experience that not only educates but also builds learner confidence in navigating potentially risky interactions.
Additionally, this project allowed me to further develop my skills in branching logic, feedback loops, and user tracking within Storyline 3 — all while crafting a narrative-driven learning flow that reflects real-world challenges.
Design Process
Creating this scenario-based course involved a high level of planning and systems thinking. I began by researching real-world scam tactics across three primary communication channels—text, phone, and email—then crafted distinct scenes that would simulate these interactions. For each scene, I wrote branching scripts with multiple decision points, mapping outcomes carefully to ensure each path felt realistic and led to meaningful feedback.
To manage the complexity of the learner's journey, I relied heavily on variables—using them to track decisions, control branching navigation, and drive personalized end-of-course feedback. One key feature was a custom slider that visually tracked the learner’s progress through the three scenes. This not only improved the user experience but also allowed for better control over flow and review logic.
The experience significantly deepened my understanding of branching structures and conditional logic in Storyline. It pushed me to think beyond linear storytelling and required me to troubleshoot, revise, and test extensively to ensure all interactions and feedback paths worked seamlessly.
Results & Reflections
This project was a major milestone in my development as an eLearning designer. It pushed me to deepen my understanding of scenario-based learning—not just as an instructional technique, but as a powerful method for building critical thinking and learner engagement.
Working through the branching logic was both challenging and rewarding. I had to think several steps ahead to ensure that each decision felt meaningful, that every possible path led to a coherent outcome, and that feedback reinforced key lessons. It was a true exercise in systems thinking.
I also gained significant experience working with variables. I used them extensively to manage scene progression, decision tracking, and personalized feedback—finessing how they interact with triggers and conditions gave me a much clearer, more confident grasp of Storyline’s logic engine.
More than anything, this course gave me a deeper appreciation for the design complexity and instructional power of scenario-based learning. It’s a format I now feel equipped to use more often and more creatively in future projects.
© 2025 Flavia Bernardes
