Exploring the Potential of Gamified E-Learning for Improving Heavy Vehicle Drivers’ Safety Knowledge: A Feasibility Study in Ethiopia

Abstract

Road traffic crashes remain a major global public health and economic challenge, with heavy vehicle drivers disproportionately involved in severe incidents, particularly in low- and middle-income countries. In Ethiopia, limited access to continuous professional training constrains efforts to improve drivers’ safety-related knowledge and awareness. This study explored the impact potential and user acceptance of gamified e-learning modules designed to enhance heavy vehicle drivers’ knowledge and awareness of fatigue management, speedrelated behavior, and eco-driving practices. A randomized pretest–post-test control-group design was employed, in which professional drivers were assigned to either an intervention group that completed three gamified e-learning modules or a control group that received no training. Data were analyzed using mixed repeated-measures analysis of variance. The results revealed significant time × group interaction effects across all domains (p < 0.001), with substantially greater improvements in the intervention group and large effect sizes. Participants also reported high perceived usefulness, behavioral intention, and trust in the system. These findings provide preliminary evidence that gamified e-learning may be a feasible and promising approach for improving short-term safety-related knowledge among professional heavy vehicle drivers. Further research is needed to determine whether these improvements are sustained over time and translate into behavioral change and measurable road safety outcomes before broader implementation can be recommended.