Ambient displays are introduced as a new approach to interfacing people with online information by moving data from screens into the physical environment through subtle changes in lighting, sound, temperature and other real-world attributes. The document examines the effects of ambient information presentation on learning in ubiquitous environments and identifies design considerations like representational fidelity, notification level and aesthetic emphasis that impact how ambient displays can support situational awareness and learning outcomes. Formative studies and empirical findings are analyzed to distill scientific insights and effective strategies for ambient learning displays.

2. The most profound technologies are those that disappear. They weave
themselves into the fabric of everyday life until they are indistinguishable
from it.
(Mark Weiser, 1991)

3. Am·bi·ent dis·play
Wisneski et al. (1998) introduced ambient displays in the context of
ubiquitous computing as “new approach to interfacing people with
online digital information”, whereas the “information is moved off the
screen into the physical environment, manifesting itself as subtle
changes in form, movement, sound, colour, smell,
temperature, or light”.

4. Am·bi·ent dis·play
Wisneski et al. (1998) introduced ambient displays in the context of
ubiquitous computing as “new approach to interfacing people with
online digital information”, whereas the “information is moved off the
screen into the physical environment, manifesting itself as subtle
changes in form, movement, sound, colour, smell,
temperature, or light”.

6. The people are fundamentally, inherently mobile – they move around;
they never, never would want to be leashed tight to a desk or to their
home or to their office if they have a choice.
(Martin Cooper, 2005)

7. What are the effects of ambient information presentation on learning in
a situated learning context within ubiquitous learning environments?
Theoretical Foundations
Formative Studies
Empirical Findings

8. Aquisition
Ubiquitous Learning Environment
Awareness
Workspace
Social
Task
Knowledge
Context
Concept
Channeling
Ogata (2009)
Ambient Information Channels
Visual
Auditory
Haptic
Delivery
Information
Capacity
Representational
Fidelity
Aesthetic
Emphasis
Notification
Level
high
indexical
high
demand
attention
somewhat
high
iconic
somewhat
high
interrupt
medium
iconic
(methaphors)
medium
make
aware
somewhat
low
symbolic
somewhat
low
change
blind
Specht (2009)

9. Flower Lamp
EyeStop
Nuage Vert
Hello.Wall
Ambient
Umbrella
Ambient Orb
Power Aware Cord
Element
Digital Retail

10. Learning
Outcome
Pousman & Stasko (2006)
Endsley (2000)
Feedback
Mory (2004)
Complexity
Timing
Error Analysis
Empirical Results
Situational Awareness
Perception
Comprehension
Projection

11. Formative Studies
Empirical Findings

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Switch&off&lighOng&when&
leaving&a&room.&
$
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consumes$up$to$58W.$
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campus$and$OU$server$rooms),$assuming$250$working$days$and$an$average$3Lperson$household$
Image$source:$academic.ru$
By$employing$individual&energy&
efficient&measures,$the$total$
energy$consumpFon$of$the$OU$
could$be$reduced$by$up$to$20%.$
Image$source:$www.dakenweb.be$
Image$source:$www.baldLbang.com$

19. Conclusions
•
General design implications, taking into account also instructional
characteristics.
•
Scientific insights into the learning support using ambient displays.
‣
•
Effective approaches, design strategies, and methodologies.
Basis and inspiration towards ambient learning displays and beyond.

20. Thank you.