Traffic Accident Response Education through Text- and Game-Based Learning (TARED)

[Dataset Description] This dataset was collected through a between-subject experiment investigating how different interface designs for traffic-accident response education influence learning outcomes, user attitudes, and user experience. The experiment compared two independent learning conditions: a text-based manual condition and a story-driven game simulation condition. A total of 60 adults in their 20s participated in the study, with 30 participants assigned to each condition. Each participant experienced only one of the two learning conditions. Both conditions delivered the same core instructional content on traffic-accident response procedures. Participants in the control condition learned through a text-based manual based on the Seoul Metropolitan Police Agency's traffic-accident response guidance, whereas participants in the experimental condition learned the same procedural content through an interactive, story-driven game simulation. The game simulation consisted of seven stages and incorporated scenario-based decision making, audiovisual elements, answer selection, and immediate feedback for incorrect responses. Before the learning session, participants completed a pre-experiment questionnaire assessing characteristics such as PC gaming experience, confidence in responding to traffic accidents, previous traffic-accident experience, and prior experience with traffic-accident response education. After completing the assigned learning condition, participants completed assessments of learning knowledge acquisition, attitudes and perceptions, and experience factors. Learning knowledge acquisition was assessed through procedural knowledge and situation-judgment accuracy. Attitudes and perceptions included safety attitude, behavioral intention, and proficiency and confidence. Experience factors included immersion, motivation, ease of understanding, and ease of operation. The dataset also contains participants' open-ended responses regarding helpful aspects of the learning method, difficulties or inconveniences experienced during learning, perceived applicability to real traffic-accident situations, and suggestions for improving the training. The dataset provides participant-level data for comparing user responses to text-based information delivery and interactive game-based learning while holding the core instructional content constant. It may be useful for research on user experience, educational interfaces, game-based learning, safety education, interactive learning systems, and interface-mediated learning outcomes.