A cluster randomised controlled trial (cRCT) evaluation of a pre-driver education intervention using the Theory of Planned Behaviour

Box, Elizabeth; Dorn, Lisa

doi:10.1016/j.trf.2023.03.001

Cited by 6 publications

(1 citation statement)

References 68 publications

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“…In addition, it aims to improve adolescents' attitudes and abilities in order to be well prepared for potential hazards on the road. Although the actual effectiveness of (driver) education programs remains a debated topic in the literature (e.g., Akbari et al, 2021;Glendon et al, 2014;Ker et al, 2005;Mayhew et al, 1998;O'Neill, 2020), recent research is not calling for an abandonment of road safety education, but advocates developers of educative programs for the improvement of road safety to base interventions as much as possible on the science of behavioural change and to conduct the necessary evaluations in order to uncover what works and what doesn't (e.g., Box & Dorn, 2023). Moreover, there are studies available, indicating that lack of traffic safety education can negatively impact road users' behaviour which in turn might result in increased crash risk (e.g., Meyer et al, 2014).…”

Section: Traffic Safety Educationmentioning

confidence: 99%

Implementation of a gamified e-learning platform focusing on traffic knowledge and skills among Vietnamese adolescents

Le,

Ariane Cuenen,

Tu Anh Trinh

et al. 2023

BUILT

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Adolescents are considered as vulnerable road users and education is one way to increase their traffic knowledge and riding skills. In this study, a version of an e-learning platform tailored to the Vietnamese context is used to improve four specific competences, i.e. traffic-related knowledge, situation awareness, risk detection, and risk management. Images and short videos from authentic traffic situations are used as learning stimuli and users have the possibility to self-test their competences via a separate “finale”. Gamification elements (i.e., points, levels, badges and cups) are incorporated into the platform to encourage user engagement. The purpose of this study is to conduct a pilot study using a gamified e-learning platform, and to assess user experience. 47 adolescents (aged 15-16) participated in a single arm (i.e., test group only) within-subject design with baseline and post-measurement. Results indicate that scores on the post-measurement were statistically significantly higher as compared to baseline performance. Scores were better for the risk management module. There were no statistically significantly different in scores between familiar situations (i.e., coming from the city where participants are living) and unfamiliar situations. Males overall performed better than females. Results for user experience are also discussed.

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