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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/5676
Title: It doesn’t matter, but: examining the impact of ambient learning displays on energy consumption and conservation at the workplace
Authors: Börner, Dirk
Kalz, Marco
Specht, Marcus
Keywords: ambient learning displays
empirical study
energy conservation
environmental learning
pro-environmental behaviour
Issue Date: 4-Jun-2014
Publisher: Taylor & Francis
Citation: 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. doi:10.1080/13504622.2014.921804
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.
URI: http://hdl.handle.net/1820/5676
Appears in Collections:1. LMedia: Publications and Preprints
1. TELI Publications, books and conference papers

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