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

Dec 3, 2015·
Dirk Börner
Marco Kalz
Marco Kalz
,
Marcus Specht
· 1 min read
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.
Type
Publication
Environmental Education Research, 21(6), 899-915. Taylor & Francis
publications publications

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

Ambient Learning Displays; Empirical Study Energy Conservation Environmental Learning Pro-Environmental Behaviour
Marco Kalz
Authors
Marco Kalz
Professor of Educational Technology

I am a researcher in educational technology whose work explores how digital technologies reshape learning, teaching, and educational institutions. My research combines educational technology, learning sciences, feedback research, and critical perspectives on digital transformation.Current areas of interest include peer feedback and feedback literacy, open and networked learning, AI and misinformation in education, digital learning ecologies, and the societal implications of data-driven and platform-based education. Methodologically, my work spans empirical learning research, psychometric scale development, design-oriented research, and conceptual analyses of digital transformation in education.

I am working as a full professor of educational technology and Chief Information/Chief Digital Officer (CIO/CDO) at the Heidelberg University of Education. I serve as associate editor of the International Journal of Artificial Intelligence in Education and editorial board member of the Journal of Computing in Higher Education. I am a senior-fellow of the Interuniversity Center for Educational Sciences (ICO) and the Dutch research school on information and knowledge systems (SIKS). I work as director of the study program E-Learning and Media Education and director of the Heidelberg Centre for Digital Transformation in Education. Over the years I could secure approx. 4 Mio EUR of research funding for my institutions from competitive projects with a total budget of 36 Mio EUR. I have been an invited keynote speaker on more than 60 conferences and events. Besides European projects I am regularly involved in educational innovation and consulting projects with partners inside and outside of my institutions including clients like the International Labour Organisation, United Nations Environment Program, the European Commission, UNESCO, OECD or other international and national organizations.