Publikationer
2024
Hedin, B., Pargman, D. S., Blomqvist, A. G., & Menon, A. R. (2024, June). Interacting with Environmental Data: Utilizing Weight as a Medium in Enhancing Carbon Literacy. In Proceedings of the 2024 ACM International Conference on Interactive Media Experiences (pp. 429-431). https://doi.org/10.1145/3639701.3661085
Effectively communicating vital sustainability topics, such as personal CO2e emissions stemming from daily activities, is challenging since there is a general lack of "carbon literacy." Despite efforts, like employing data visualizations, conveying this information in engaging and memorable ways remains difficult, often resulting in rapid forgetfulness. Our demonstration presents a pedagogical approach aimed at addressing this challenge. Through the integration of surprise elements, data physicalization, and embodied learning, we have developed two interactive mediated non-digital learning experiences focusing on CO2e emissions from food and from consumption. At the core of our pedagogical approach are physical artifacts representing CO2e emissions where the weight of the artifacts directly corresponds to the CO2e emissions they represent. By employing a structured interactive pedagogical setup involving peer discussion, hands-on manipulation of the artifacts, and subsequent explanations, we have created an engaging experience that encourages long-term learning.
Hedin, B., Blomqvist, A. G., & Menon, A. R. (2024, February). Engaging Environmental Learning: A Tangible Approach for Conveying Environmental Data in Education Using Weight. In Proceedings of the Eighteenth International Conference on Tangible, Embedded, and Embodied Interaction (pp. 1-6).
This paper presents a novel method for communicating environmental information in an engaging and memorable manner. Instead of traditional visual or written communication, our approach involves physical representation of data, using weight as the key element. Using food as a case study, we demonstrate the carbon footprint of food items through life-sized models that accurately reflect their actual weight. In an educational setting, students collectively discuss and estimate emissions for sample foods, followed by hands-on interaction. Each model's weight mirrors its carbon footprint, from 50 grams for half a kilo of potatoes to 13 kilograms for half a kilo of beef. Early tests show a significant "Wow!" factor, particularly for high-emission foods. This tangible experience leaves a lasting impression, potentially influencing future choices. Our approach can extend to other areas like energy. The paper concludes with design recommendations for future work.
2023
Vidimlić, H. (2023). Learning by Gaming : Design and Evaluation of a Serious Game to Increase Energy Literacy (Dissertation, KTH Royal Institute of Technology). Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-332120
This study explores the design and effectiveness of a serious board game aimed at promoting energy literacy in the context of residential energy consumption. With electricity consumption and energy conservation being highly relevant and pressing topics today, there is a growing need to address the lack of knowledge and awareness surrounding household energy consumption. Serious games, recognized as effective educational tools for active learning, offer a promising avenue for teaching energy-related concepts. Through a thematic analysis, this thesis examines the impact of different game mechanics on players’ development of energy literacy. The findings demonstrate that integrating these game mechanics facilitates knowledge acquisition, evokes emotional responses, and prompts self-reflection. By incorporating elements for data physicalization, such as a hand-gripper to represent energy consumption, user engagement, and learning outcomes are enhanced. The study highlights the potential of educational games in fostering energy literacy and shaping individual energy consumption habits. Future research can explore combining digital and physical components in serious games to optimize educational impact further and advance energy literacy initiatives.
Hedin, B., Blomqvist, A., Rajendran, A., & Menon, K. T. H. (2023). “Wow, that’s a LOT!” Increasing Engagement and Understanding in Sustainability Using Tangible Learning Methods. LTH:s 12:e Pedagogiska Inspirationskonferens, 7 December 2023
Facilitating active engagement of students, prospective students, and teachers in addressing societal challenges is of paramount importance for society. One such challenge is sustainable development, an issue that many acknowledge at a foundational level but find challenging to personally connect with. In this paper, we share our initial findings on the use of "physicalization" of environmental data as an educational tool. We have created tangible objects that represent environmental data, providing prospective university students, current students, and teachers with a hands-on, tangible learning experience, ultimately aiming to generate interest and active engagement in these subjects. We hope that this, in turn, increases the likelihood that students will continue to pursue these topics throughout their educational journeys and future careers.