Cross-border activity: User behaviour changes methodology Living Lab-Living Lab Botnia Living Lab
Background info on SABER & SITE <ul><li>SABER Case </li></ul><ul><ul><li>Purpose to save 20% energy by visualizing consump...
Technological support in cases (for studying and measuring) <ul><li>Web portal  </li></ul><ul><li>Discussion forum via KYA...
Methods in cases <ul><li>Methods focused on increasing the users knowledge and awareness of their energy consumption  </li...
Lessons learned in case <ul><li>Longitudinal studies are essential </li></ul><ul><li>Stimuli is important to create behavi...
What do we know from theory?  <ul><li>Energy consumption decreases when stimulated by: </li></ul><ul><ul><li>Money </li></...
Different ways to visualize energy <ul><li>Pictures (icones with a prosperous tree or coral reef) </li></ul><ul><li>Text  ...
Design implications <ul><li>Discrete feedback – nonintrusive </li></ul><ul><li>Micro activity based information – not gene...
Luleå Energy Case <ul><li>Test energy visualization technologies in private households </li></ul><ul><li>Recruit and selec...
Motivators and examples of actions <ul><li>Power – having influence and feel efficient </li></ul><ul><ul><li>Clearly show ...
Motivators and examples of actions <ul><li>Idealism – improve society </li></ul><ul><ul><li>Increase their awareness of ho...
Follow up <ul><li>After each assignment, the users will get a few questions about:  </li></ul><ul><ul><li>follow up on the...
Identifyed KPIs in case (how to measure behavioural changes) <ul><li>Energy consumtion (increase – decrease)  </li></ul><u...
Questions  <ul><li>How to stimulate behaviour change by giving them assignments? Which assignments could be stimulating? <...
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Methodology behvaiour change luleå

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Methodology behvaiour change luleå

  1. 1. Cross-border activity: User behaviour changes methodology Living Lab-Living Lab Botnia Living Lab
  2. 2. Background info on SABER & SITE <ul><li>SABER Case </li></ul><ul><ul><li>Purpose to save 20% energy by visualizing consumption in private homes </li></ul></ul><ul><ul><li>Consumers get full control of their energy consumption </li></ul></ul><ul><li>SITE case </li></ul><ul><ul><li>Purpose to save 20% energy by visualizing consumption in a school </li></ul></ul><ul><ul><li>Involvement of the pupils designing the visualization </li></ul></ul><ul><ul><li>Three displays visualizing consumption in three different locations </li></ul></ul><ul><ul><ul><li>Classroom showing their consumption </li></ul></ul></ul><ul><ul><ul><li>Canteen showing whole schools consumption </li></ul></ul></ul><ul><ul><ul><li>Kitchen showing the kitchens consumption </li></ul></ul></ul>
  3. 3. Technological support in cases (for studying and measuring) <ul><li>Web portal </li></ul><ul><li>Discussion forum via KYAB </li></ul><ul><li>All energy consumption is stored in a data file. Analysis of consumption and changes can be performed thanks to this. </li></ul><ul><li>Sensors in class-rooms </li></ul><ul><li>Facebook groups for discussions </li></ul><ul><li>On-line questionnaires </li></ul>
  4. 4. Methods in cases <ul><li>Methods focused on increasing the users knowledge and awareness of their energy consumption </li></ul><ul><ul><li>Questionnaires </li></ul></ul><ul><ul><li>Interviews </li></ul></ul><ul><ul><li>Log files </li></ul></ul><ul><ul><li>Information sessions </li></ul></ul><ul><ul><li>Visualization competitions </li></ul></ul><ul><li>These methods did not focus on stimulating behavior change by other means than visualization </li></ul>
  5. 5. Lessons learned in case <ul><li>Longitudinal studies are essential </li></ul><ul><li>Stimuli is important to create behavioral changes </li></ul><ul><ul><li>Reminders from system. (e.g. a graph of the month usage sent via e-mail) </li></ul></ul><ul><ul><li>Personal consultation and guidance based on individual situation </li></ul></ul><ul><ul><li>Visualization in real time. In a central place in house (e.g. kitchen). </li></ul></ul><ul><li>Meters in each apartment is essential </li></ul><ul><li>Base line investigation. Status from start to be able to compare (both in energy consumption and in behavior) </li></ul>
  6. 6. What do we know from theory? <ul><li>Energy consumption decreases when stimulated by: </li></ul><ul><ul><li>Money </li></ul></ul><ul><ul><li>Real time feedback </li></ul></ul><ul><ul><li>General information about energy saving </li></ul></ul><ul><ul><li>Energy consumption directly linked to effects on environment and climate </li></ul></ul><ul><li>Difficulties: </li></ul><ul><ul><li>Numerical representations do NOT lead to behavior change or increased awareness of their consumption </li></ul></ul><ul><ul><li>Get feedback to work in the long run, users become accustomed </li></ul></ul><ul><ul><li>How the feedback should be presented </li></ul></ul><ul><ul><li>Many web-services included barriers to usage and change such as login or problems related to the artifact </li></ul></ul>
  7. 7. Different ways to visualize energy <ul><li>Pictures (icones with a prosperous tree or coral reef) </li></ul><ul><li>Text </li></ul><ul><li>Diagrams (numerical data) </li></ul><ul><li>Physical artifacts (e.g. power aware cord) </li></ul>
  8. 8. Design implications <ul><li>Discrete feedback – nonintrusive </li></ul><ul><li>Micro activity based information – not general </li></ul><ul><li>Link to individuals – not collective </li></ul><ul><li>Give personal feedback </li></ul><ul><li>Users want to share their status for mutual encouragement and development </li></ul><ul><li>Controllable – adjustable </li></ul><ul><li>Real-time data and history (illustrate trends and changes) </li></ul><ul><li>Feedback in positive terms stimulates change – it should be fun </li></ul>
  9. 9. Luleå Energy Case <ul><li>Test energy visualization technologies in private households </li></ul><ul><li>Recruit and select 40 households </li></ul><ul><li>Baseline questionnaire about their interest in the environment and energy consumption </li></ul><ul><li>Implement the technology </li></ul><ul><li>Each month an assignment and a few questions will be sent to the users </li></ul><ul><li>Each assignment is related to psychological motivators </li></ul>
  10. 10. Motivators and examples of actions <ul><li>Power – having influence and feel efficient </li></ul><ul><ul><li>Clearly show that their actions lead to change in energy consumption </li></ul></ul><ul><li>Curiosity – want knowledge </li></ul><ul><ul><li>Encourage users to compare and work with their energy consumption to increase their knowledge about the subject </li></ul></ul><ul><li>Independence – be autonomous </li></ul><ul><ul><li>Activities that offers several options among which they can choose </li></ul></ul><ul><li>Status – social standing </li></ul><ul><ul><li>Highlight those who have saved most energy for a month </li></ul></ul><ul><li>Social contact – peer companionship </li></ul><ul><ul><li>Arrange discussion forums and social media contact where they can discuss their energy saving tips with each other </li></ul></ul>
  11. 11. Motivators and examples of actions <ul><li>Idealism – improve society </li></ul><ul><ul><li>Increase their awareness of how their decreased energy consumption is beneficial for the society and environment </li></ul></ul><ul><li>Order – want stability </li></ul><ul><ul><li>Encourage users to look at trends, to identify large energy consumers, make them aware of their own behavior by giving them assignments that stimulates them to change </li></ul></ul><ul><li>Saving – value prudence </li></ul><ul><ul><li>Ask the users to for example count their energy saving in money </li></ul></ul><ul><li>Tranquility – want to feel safe </li></ul><ul><ul><li>Encourage users to look at trends, to identify large energy consumers, to get control over their consumption </li></ul></ul>
  12. 12. Follow up <ul><li>After each assignment, the users will get a few questions about: </li></ul><ul><ul><li>follow up on the assignment as such to make sure they have done it (e.g. fill in energy consumption) </li></ul></ul><ul><ul><li>the assignment as such: easy/difficult, fun/boring, etc </li></ul></ul><ul><ul><li>their experience of their energy consumption behavior related to the assignment: influenced or not </li></ul></ul>
  13. 13. Identifyed KPIs in case (how to measure behavioural changes) <ul><li>Energy consumtion (increase – decrease) </li></ul><ul><li>Activities with the purpose to save energy related to motivators </li></ul><ul><li>Attitudes towards energy saving. (positive – negative) </li></ul>
  14. 14. Questions <ul><li>How to stimulate behaviour change by giving them assignments? Which assignments could be stimulating? </li></ul><ul><li>How to use motivators as a means to stimulate behaviour change? </li></ul>
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