Evaluating the Effectiveness of Insurance Education Formats on Knowledge, Perceptions, and Uptake Intent in Kenya: Evidence from a Mixed-Methods Experimental Study

Pauline Wanjeri

SECTOR

Risk Management

PROJECT TYPE

Mixed method experimental design

DOI

Location

Kenya

BEHAVIORAL THEME

Insurance Education

OVERVIEW

This study examines how different approaches to insurance education influence knowledge, perceptions, and intention to purchase insurance among farmers and low-income households in Kenya. The study compares text-based brochures, agent-led storytelling, gamified learning, and digital communication to assess which formats are most effective in addressing misinformation, distrust, and other barriers to insurance uptake.

Research Questions

How do different insurance education formats influence knowledge, perceptions, and intention to purchase insurance?
How do gamified learning, agent-led storytelling, and traditional text-based brochures compare in their effectiveness?
How do different educational approaches influence understanding, attention, and decision-making about insurance?
To what extent can improved insurance education address barriers to insurance uptake among farmers and low-income households in Kenya?

Methods

The study used a mixed-methods experimental design, combining laboratory experiments, phone surveys, and eye-tracking experiments.

Laboratory experiments: Conducted with 638 participants in Eldoret, Uasin Gishu County, and Kilifi County to assess knowledge, perceptions, confidence, and intention to purchase insurance.
Phone surveys: Conducted with 625 participants to assess recall and retention, including participants’ responses to insurance information and their experiences.
Eye-tracking experiment: Conducted with 158 participants who were randomized into either a narrative insurance website or a policy document to examine attention and information processing.

The study compared three insurance education formats: control text-based brochures, agent-led storytelling using narratives and videos, and gamified education incorporating game features. Quantitative and qualitative data were used to assess outcomes across the different interventions.

THEMATIC AREAS

Key Findings

Insurance education format matters. Gamified learning and agent-led storytelling outperformed traditional brochures in improving insurance knowledge, perceptions, and purchase intentions.
How information is presented influences engagement. Interactive and narrative-based formats offer alternatives to conventional text-heavy insurance communication.
Education alone cannot overcome structural barriers. Affordability, complex claims processes, and limited access to suitable insurance products continue to constrain uptake.
Insurance communication needs to be paired with practical improvements. Improving knowledge and purchase intentions is unlikely to translate into sustained uptake if households cannot afford or access appropriate insurance products.

Implications for Policy or Development

For insurers: Consider gamified education and agent-led storytelling alongside traditional brochures to improve understanding of insurance products.
For policymakers: Support accessible insurance education while addressing structural barriers that prevent farmers and low-income households from purchasing and using insurance.
For development practitioners: Design insurance communication around the needs, contexts, and information-processing preferences of intended users.
For insurance providers: Simplify claims processes, improve product accessibility, and address affordability constraints so that improved understanding can translate into actual uptake.
For future research: Further examine whether improvements in knowledge and purchase intentions lead to actual insurance purchases, renewals, and sustained use over time.