SUMMARYThis paper considers the design of energy consumption displays from a theoretical standpoint in relation to user-appliance interactions in the home. It presents the main options for display position and discusses what detailed information to display in order to promote energy saving. To guide the designer in making decisions regarding the merits of displaying appliance-specific information (ASI) and grouped appliance information (GAI) around the home, classifications are presented of appliance-associated microbehaviours and appliance control to end-use relationships. A hybrid display approach is suggested as a most effective solution.
This paper proposes a set of criteria for evaluation of serious games (SGs) which are intended as effective methods of engaging energy users and lowering consumption. We discuss opportunities for using SGs in energy research which go beyond existing feedback mechanisms, including use of immersive virtual worlds for learning and testing behaviours, and sparking conversations within households. From a review of existing SG evaluation criteria, we define a tailored set of criteria for energy SG development and evaluation. The criteria emphasise the need for the game to increase energy literacy through applicability to real-life energy use/management; clear, actionable goals and feedback; ways of comparing usage socially and personal relevance. Three existing energy games are evaluated according to this framework. The paper concludes by outlining directions for future development of SGs as an effective tool in social science research, including games which inspire reflection on trade-offs and usage at different scales.
Abstract'Energy literacy' is of great interest to those researching sustainable consumption, particularly with regards its relationship to domestic energy use. This paper reflects on the pedagogic aspects of fieldwork recently carried out by undergraduate geography students in their own homes to assess energy related technologies and practices, and how these come together into a singular, aggregated number produced by the energy meter. Drawing on Dewaters & Powers (2011) conceptualization of energy literacy as comprising cognitive, affective, and behavioral domains, we evaluate the experiences reported by the students and discuss next steps in expanding the exercise and learning.
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