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Completion Credit using Captivate 9

Explorer ,
Mar 23, 2017 Mar 23, 2017

We have a problem with our students receiving completion credit. Usually, about 10% of our students in a course end up having to be given completion credit manually.

We find students using Apple products to be a large proportion of those requiring manual completion credit.

When I test on PC, Apple, iPads, Android tablets

We don't do quizzes in Captivate. So, we configure the Reporting page to give completion credit after 95% of slide views.

Our LMS vendor tells us to have the student redo the course in a different browser and see if that works.  They also strongly encourage using a PC because students have better "luck" getting completion credit.

We have a  group of about 1500 employees so you can imagine that this is frustrating for the LMS admin.

Can anyone suggest how I might configure the Reporting page for better success?

I think the problem is with our LMS vendor but my management won't do anything about that.

Thanks for any suggestions!

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Community Expert ,
Mar 23, 2017 Mar 23, 2017
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Which 'Reporting Page' are you talking about here?  Is it the one in the LMS or some slide in the Captivate module?

I'm assuming you must be publishing to HTML5 since you mention that you test on iPads and tablets.  If the output is HTML5 then I would strongly suggest you get the CpExtra HTML5 widget and use the built in feature it has to allow certain slides (or even all slides in the project) to be marked as Completed when the learner performs some action or reaches a certain slide.

See details here: http://www.infosemantics.com.au/adobe-captivate-widgets/cpextra/help/command-variables/other

This would mean that you could have learners achieve a 100% completion by reaching a slide near the end of the content.  This 100% completion should then be registered in the LMS as their completion percentage even though they may not have visited every single slide in the project.

It would certainly be worth seeing if that solved the issue with your LMS.

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