Unfortunately, OnlyMe's misunderstandings about RoS are not uncommon. Below is a link to a study called, "Student understanding of time in special relativity: simultaneity and reference frames."
http://arxiv.org/abs/physics/0207109
From the conclusion on page 19:
"This investigation has identified widespread difficulties that students have with the definition of the time of an event and the role of intelligent observers. After instruction, more than 2/3 of physics undergraduates and 1/3 of graduate students in physics are unable to apply the construct of a reference frame in determining whether or not two events are simultaneous. Many students interpret the phrase “relativity of simultaneity” as implying that the simultaneity of events is determined by an observer on the basis of the reception of light signals. They often attribute the relativity of simultaneity to the difference in signal travel time for different observers. In this way, they reconcile statements of the relativity of simultaneity with a belief in absolute simultaneity and fail to confront the startling ideas of special relativity."
And this quote, from pages 11 and 12, seems to describe OnlyMe's behavior exactly:
"During the interview, many students seemed to resist thinking about simultaneity in terms of emission, rather than reception, of the signals. As the interviews progressed, we realized that part of the difficulty was that they believed strongly that, in every reference frame, the two events occurred at the same instant. Many seemed to treat the non-simultaneity of the reception of the signals as a way of reconciling this belief with what they thought they had learned about the relativity of simultaneity."
Neddy, I did finally get through the paper linked above. Personally I believe it says more about the instructor/ teachers than the students. It would have been nice to have some presentation of how they were teaching RoS, that led to so much confussion.... There are some issues they raised that I will have to think about. But they were presenting a one sided examination of the results... Only what they saw as faults. So it is hard to clearly identify any potential solution, without more information about the teaching methods that led to the students confusion.
I also see within the context of their results that my original intent in going deeper into Einstein's 1920 version of the hypotheical was doomed from the start. What I initially thought would be achieved was, a list of what components an analog of the hypotheical would require to demonstrate or measure (depending on definition) RoS. That became side tracked very quickly.
The problem seems to be that I was attempting to go through the hypotheical from a naive prespective, one step at a time.., while that process, it seemed to me was being questioned from an end point perspective...
Einstein did not provide all of the needed tools in just those two Sections 8 and 9, to arrive at any realistic analog. He never assigned locations A' and B' in the train frame until the Section 10, and it was not until after he introduced the Lorentz transformations that he began to deal with a real comparison of time and distance, between inertial frames...
In retrospect most of the confusion and disagreement, at least from my part, was that "we" were talking about two different things. I was trying to examine the sequential construction of his hypothetical, ultimately with the intent of isolating which points or issue were important, while most of the criticism, seems to have been judging that examination of the step by step construction as representing some end point statement about the definition of RoS.
In hindsight now it is clear that even by the end of Section 9 Einstein had not fully defined RoS. He had presented no tools or means of measurement of distance or time. We never got past the point of simutaneity being the result of when the flashes were observed..., and to any judgment of when the strikes actually occurred, in the moving frame.
Judging from the results in the paper you linked, I am not sure that beginning with Einstein's hypothetical as presented in that book, any real success would be easily found.
Again, it would also have been interesting to me, had the author's of the paper included not just a brief description of how they define RoS, but some description of how they taught it... But then it was really intended for purposes of their own course development, not as a teaching tool in itself.
Ultimately it seems the confussion is so deeply entrenched in the current discussion, that there is no constructive reason to continue. Not within the context of that version of the hypothetical.