Police De-escalation Training
A simple way to end conflict…
Introduction
I started this project to stretch my skills in AI-driven, gamified learning. It was a challenging topic, but I enjoy turning big ideas into clear, practical designs. This fictional scenario about improving de-escalation training for the Salt Lake City Police Department let me explore new approaches to a sensitive subject.
Problem
The Salt Lake City Police Department had a noticeable skills gap in consistent de-escalation practices, where officers were familiar with policy, but struggled to apply techniques under stress. The department lacked an engaging, scenario-based training program that helped officers practice reading emotional cues, slowing down tense encounters, and choosing the least-forceful response in real time.
Audience
Primary: Newly hired police officers completing academy or field-training phases.
Secondary: Current patrol officers needing refresher or upskilling on modern de-escalation practices.
Tertiary: Supervisors and training coordinators responsible for evaluating officer readiness and implementing updated training programs.
1. Recognize when someone is becoming escalated by spotting key signs of distress or frustration
2. Understand and remember all the steps of the CALM method so you can use it confidently in tough situations.
3. Demonstrate the ability to apply the CALM method by assessing key conflicts issues in order to avoid triggering individuals and facilitate effective resolution.
4. Predict and prevent potential catastrophic outcomes of an escalated situation by saying one step ahead.
Action Plan
To close the gap, I designed interactive, scenario-based simulations where officers practice reading emotional cues, choosing lower-force options, and slowing tense encounters. The goal was to increase peaceful arrests from 65% to 85% and reduce complaints and lawsuits from 24% by 15%. Short, repeatable modules with immediate feedback and AI-driven characters help build consistent de-escalation habits, with effectiveness measured six months after implementation.
Theses objectives will be used to measure and conduct learning through the CALM method, a fictional approach designed with the help of research conducted with AI. This method focuses on de-escalating indiviuals, and consists of four steps: Control, Acknowledge, Lead, and Mediate.
Objectives
Produce and Implement Varied Instructional Media
Real World Interactions
Incorporation of AI in Training
It was important for me to expand my media development skills, especially in visual effects and animation, to support the gamified elements of the training. With video and interactive media becoming increasingly essential in modern learning, I’ve been eager to dive deeper into the tools and software that bring these experiences to life.
A key personal goal for this portfolio project was to integrate AI throughout the design process. I wanted to explore how the technology could enhance multiple aspects of instructional design, from creating interactive content to personalizing learning experiences.
Developmental Goals
As a designer, I aimed to challenge myself by creating more engaging interactions that elevate the learner’s experience. Part of this involved bringing real-world job context into the training, making the scenarios more realistic and relatable for learners.
Design Philosophy
I used a SAM-style approach for this project, focusing on rapid, iterative design cycles rather than committing too early to ideas that might need major changes later.
Iterative Design
Design Influences
I used backward design, guided by Kirkpatrick’s model, to build core activities directly tied to the learning objectives. From there, I applied Kolb’s experiential learning cycle and Allen’s CCAF framework to create interactive, real-world scenarios. To deepen engagement, I incorporated emotionally arousing moments that motivate learners to reflect, adapt, and apply skills with confidence.
For this police de-escalation project, I used AI to support research and inform design, combining it with iterative development to quickly refine prototypes. This approach helped me create meaningful, memorable, and motivational learning experiences grounded in real-world context—avoiding information-heavy content that could hinder engagement and knowledge transfer.
Ideation
Early Adoption of AI
From the start, I leveraged AI to support both research and design. It helped generate content, gather insights, and even assist in programming the Articulate project, streamlining the design process and allowing me to focus on creating more engaging, effective learning experiences.
Visual Storyboards
Iterative design was central to developing this course, allowing me to quickly test, refine, and improve learning experiences at each stage. Using the softawere Sketch, I created visual storyboards that mapped out key interactions and scenarios, building and testin slide interactions before implementing them in Articulate Storyline. This approach saved time and allowed me to evaluate the effectiveness of each interaction in the learning experience, ensuring that the final course was both engaging and functional.
Structure
Narative Based
I aimed to incorporate story-based learning to boost motivation by creating emotionally engaging experiences rooted in realistic contexts. By weaving relatable scenarios into the design, learners are more likely to connect, stay engaged, and retain key skills
I’m passionate about reducing wasted time and resources in organizations caused by repetitive training. By incorporating a pre-test at the start of the course, learners who demonstrate mastery with a perfect score can skip the lesson, saving approximately 40 minutes per person and reducing training costs for the business.
Time Saving Design
Real World Focused
A key part of the ideation process was researching common encounters police face that require de-escalation. By grounding the scenarios in real-world situations, I could design training that was relevant, practical, and directly applicable, helping learners practice skills they are most likely to use on the job.
Course Layout
The course’s structure guides learners from objectives to a pre-test, then through three core sections in any order, and finally to a mastery assessment. This flexible, learner-driven flow ensures they only engage with content they need while still achieving the learning goals.
Design and Development
Brain Storming
I began the design process with rough sketches, many of which transitioned into the final course with only minor modifications. This early visual planning helped streamline development and maintain a clear vision throughout the project.
Early Prototype
Using Sketch, I was able to test interactions and prepare assets and design artifacts, streamlining the development process for Articulate Storyline.
Final Product
The project was completed and modified in Articulate Storyline. The most significant updates in the final design was a complete redesign of the CALM method slide and addition of the Consequences slide. Hours were invested into making them more interactive, media-rich experiences, reducing information overload and making knowledge transfer smoother and more engaging.
Describe your image
Interactivity
This course was heavily interaction-based, incorporating media-driven elements to engage learners throughout. While this approach increased development time, it resulted in a more gamified, enjoyable, and immersive learning experience.
Open Navigation - Main Menu
(Click to veiw)
Gamified Knowledge Checks - Activity on performing the steps of De-escalation. (Click to veiw)
Exploratory Learning - Learning the steps of De-escalation.
(Click to veiw)
Interactive Video Based Knowledge Check - Identifying the signs of an escalated individual
(Click to veiw)
Use of Media
I used special effects software to animate and produce a graphical video for this project, applying AI to speed up research on animation techniques and streamline the workflow. Even though AI was used on research, as a challenge, I chose to not to use any AI generation in the development of the instructional graphical video. Everything was done by hand. I did this to learn more about animation and special effects software.
Self-made graphical instructional video on the signs of escalated individuals built with visual effects software. (Click to veiw)
Showcase of Final Project
Click below to view more samples from the training:
Pre-Assestment
Objectives
Story Based Cut Scene
Consequences of poor De-escalation
Assessment
Signs of Escalated Individuals
Take Aways
I encountered several technical issues in Storyline where planned interactions failed to function as expected. This was challenging, especially since the logic for many prototypes—such as the first CALM method slide—had been carefully planned in advance. Despite extensive debugging, some interactions still would not work in Storyline, requiring me to develop alternative solutions using hidden elements and variable systems. This experience strengthened my adaptability and problem-solving skills, reinforcing the importance of flexibility during the development phase.
Technical
A key takeaway from this project was using an andragogical approach to course design. Although the training was initially planned to be short, breaking the content into smaller segments proved essential to prevent cognitive overload. Even with time constraints, I built in repeated practice through serious learning games, letting learners refine their skills through trial and error—a core design element that strengthened mastery and real-world application.
Andragogical
This project was both a challenging and rewarding experience, full of problem-solving and learning opportunities. From navigating technical hurdles to refining interactive, media-rich lessons, it pushed me to adapt and grow as a designer. The process reinforced the importance of iterative design, thoughtful learner engagement, and incorporating practice through trial and error—lessons that will continue to inform my approach to creating meaningful, effective training experiences.
Final Thoughts
