It Doesn’t Matter, But: Examining the impact of ambient learning displays on energy consumption and conservation at the workplace

Abstract

This study reports an intervention to initiate environmental learning and facilitate pro-environmental behaviour. The purpose was to examine the impact of ambient learning displays on energy consumption and conservation at the workplace, more specifically the evaluation of learning outcome and behaviour change. Using a quasi-experimental design, the empirical study was conducted among employees working at a university campus. For the experimental treatments ambient learning display prototypes were varied on two design dimensions, namely representational fidelity and notification level. The results do not provide clear evidence that the design of the displays influences learning outcome or that the displays lead to pro-environmental behaviour change. Nevertheless the sole deployment of the display prototypes eased the comprehension of the information provided and lowered the need for additional information. Thus ambient learning displays provide a promising framework in the context of environmental learning and beyond.

Publication
Environmental Education Research

Börner, D., Kalz, M., & Specht, M. (2015). It doesn’t matter, but: examining the impact of ambient learning displays on energy consumption and conservation at the workplace. Environmental Education Research, 21(6), 899-915. https://doi.org/10.1080/13504622.2014.921804

Marco Kalz
Marco Kalz
Professor of Digital Education and Open Education

My research interests is on open education, pervasive technologies and formative assessment to support (lifelong) learning and knowledge construction.

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