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Methodology behvaiour change luleå20110316
Methodology behvaiour change luleå20110316
Methodology behvaiour change luleå20110316
Methodology behvaiour change luleå20110316
Methodology behvaiour change luleå20110316
Methodology behvaiour change luleå20110316
Methodology behvaiour change luleå20110316
Methodology behvaiour change luleå20110316
Methodology behvaiour change luleå20110316
Methodology behvaiour change luleå20110316
Methodology behvaiour change luleå20110316
Methodology behvaiour change luleå20110316
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Methodology behvaiour change luleå20110316

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  • 1. Cross-border activity: User behaviour changes Living Lab methodology Botnia Living Lab
  • 2. Background info on two cases <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>User involvement to give input on technology usage and usability </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. Technological support in cases (for studying users and measuring use) <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. 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>Workshops </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. Lessons learned from the cases <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>Base-line investigation to get status from start to be able to compare (energy consumption, behavior, attitudes) </li></ul>
  • 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>Challenges: </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 to the users </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. Theoretical design implications <ul><li>Discrete feedback – non-intrusive </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>Illustrate real-time data and history (trends and changes) </li></ul><ul><li>Feedback in positive terms stimulates change – it should be fun </li></ul>
  • 8. 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 a task and a few questions will be sent to the users </li></ul><ul><li>Each task relates to psychological motivators and ways to save energy </li></ul>
  • 9. Examples of motivators and 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>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>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>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>
  • 10. Follow up <ul><li>After each assignment, the users will get a few questions regarding: </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>
  • 11. Identified KPIs in case (how to measure behavioral 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>
  • 12. Questions <ul><li>How to stimulate behaviour change by giving them assignments? </li></ul><ul><ul><li>Which tasks could be stimulating? </li></ul></ul><ul><li>How can motivators be used as a means to stimulate behaviour change? </li></ul>

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