NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1087922
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: ISSN-1049-4820
Understanding Teenagers' Personal Contexts to Design Technology That Supports Learning about Energy Consumption
Avramides, Katerina; Craft, Brock; Luckin, Rosemary
Interactive Learning Environments, v24 n1 p33-48 2016
Energy sustainability is prevalent in political and popular rhetoric and yet energy consumption is rising. Teenagers are an important category of future energy consumers, but little is known of their conceptions about energy and energy saving. We report on empirical research with two groups of teenagers. This is part of ongoing work to design learning technologies that support teenagers learn about personal energy consumption. In this paper we describe our analysis and methodology, which are shaped by the Ecology of Resources (EoR) design framework [Luckin, R. (2010). "Re-designing learning contexts: Technology-rich, learner-centred ecologies". London and New York, NY: Routledge]. Our findings informed the development of an EoR model of the participants' personal context, which includes their world resources (people, tools, knowledge, skills, and environment) and their personal resources (conceptions, motivations and concerns around energy consumption). We discuss the range of methods we employed to understand learners' personal contexts. These findings contribute to our understanding of how to explore teenagers' personal contexts and have implications for the design of technology to support learning about personal energy consumption.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Tests/Questionnaires; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom