It Doesn't Matter, But: Examining the Impact of Ambient Learning Displays on Energy Consumption and Conservation at the Workplace

Autor/inn/en	Börner, Dirk; Kalz, Marco; Specht, Marcus
Titel	It Doesn't Matter, But: Examining the Impact of Ambient Learning Displays on Energy Consumption and Conservation at the Workplace
Quelle	In: Environmental Education Research, 21 (2015) 6, S.899-915 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2014.921804
Schlagwörter	Environmental Education; Conservation (Environment); Behavior Change; Energy Conservation; Work Environment; Quasiexperimental Design; Employees; Colleges; Program Effectiveness; Learning Processes; Intervention; Information Dissemination; Hypothesis Testing; Pretests Posttests; Questionnaires; Technology Uses in Education; Educational Technology; College Faculty + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Conservation; Environment; Konservierung; Bewahung; Umwelt; Energieerhaltung; Energiespeicherung; Arbeitsmilieu; Employee; Arbeitnehmer; Beschäftigter; College; Hochschule; Fachhochschule; Learning process; Lernprozess; Informationsverbreitung; Hypothesenprüfung; Hypothesentest; Fragebogen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Fakultät
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01