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.

Determinants of Energy Saving: Evidence from a Vocational School in Greece

“…While Börner et al [42] focused on employees working at a university campus, Azar and Ansari [29], Castleberry et al [14], and Mtutu and Thondhlana [1] researched students, academics, and administrative staff.…”

A systematic review to assess the evidence-based effectiveness, content, and success factors of behavior change interventions for enhancing pro-environmental behavior in individuals

“…Figures 2 , 3 illustrate the 48 studies that were conducted in Europe (with Austria n = 1, Denmark n = 5, Finland n = 1, Germany n = 1, Italy n = 2, Netherlands n = 5, Portugal n = 1, Serbia n = 1, Spain n = 2, Sweden n = 6, Switzerland n = 1, United Kingdom n = 21) with one study only stating “Continental Europe” without further specifying the location (Bohdanowicz et al, 2011 ; Howell, 2011 , 2012 ; Meloni et al, 2011 ; Quested et al, 2013 ; Brand et al, 2014 ; Reeves et al, 2014 ; Revell, 2014 ; Börner et al, 2015 ; Marchand et al, 2015 ; Mrkajic et al, 2015 ; Araña and León, 2016 ; Fisher and Irvine, 2016 ; Happer and Philo, 2016 ; West et al, 2016 ; Barata et al, 2017 ; Beitzen-Heineke et al, 2017 ; Damsø et al, 2017 ; Laakso, 2017 ; Aiken, 2018 ; Büchs et al, 2018 ; Howarth and Roberts, 2018 ; Kurz, 2018 ; Ornaghi et al, 2018 ; Wang and Boggio-Marzet, 2018 ; Wynes et al, 2018 ; Cellina et al, 2019 ; Casals et al, 2020 ).…”

“…Providing information alone did not affect PEB, although it seemed to increase knowledge and change attitudes. However, this knowledge was not turned into PEB action, e.g., Showed that ambient learning displays had no significant influence on the conservation activities performed in the workplace (Hall et al, 2013 ; Börner et al, 2015 ; Morris et al, 2016 ; West et al, 2016 ; Barata et al, 2017 ; Büchs et al, 2018 ; Iweka et al, 2019 ). This is in line with existing literature by Stern and Abrahamse (Stern, 2000 ; Abrahamse, 2019 ).…”

Effects of an Ambient Learning Display on Noise Levels and Perceived Learning in a Secondary School

“…The main goal was to provide situated feedback when taking individual consumption actions at the workplace with the goal to change their consumption behavior as well as the attitudes towards energy conservation. In their following research [67], the authors evaluated the impact of those displays finding no clear evidence that they might have influenced on learning outcomes or lead to pro-environmental behavior change. More recently [64], the authors evaluated an ALD that presented guidelines for first responders in cases of cardiac arrest.…”