Tracking and learning: exploring dual functions of residential energy feedback

Residential energy feedback is widely promoted as a promising form of persuasive technology based on its effectiveness in field studies. However, previous research has treated "feedback" as a unified construct, despite a wide variety of device types and categories, and has devoted little energy to understanding how or for whom feedback works. An improved understanding of the psychological mechanisms underlying feedback would be of great benefit at both a theoretical and practical level. The current paper presents results of survey data from 86 individuals who self-reported use of feedback devices. Qualitative analysis of open-ended responses revealed a distinction between the use of feedback for tracking (e.g. monitoring ongoing energy use) and learning (e.g., gaining specific information about energy use). This distinction emerged throughout user responses about adoption (how, where, and why they obtained feedback), usability (likes and dislikes about the use of feedback), and outcomes (changes in knowledge and/or behavior due to use of feedback). These two functions have implications for both the design of energy feedback and its outcomes. Features such as time-series graphs and social comparisons are most likely to facilitate tracking; whereas the provision of discrete information tied to a specific appliance or behavior is most likely to facilitate learning. There may also be individual level differences that moderate who would benefit from a tracking vs. learning approach to feedback provision. It appears that the most beneficial feedback may facilitate both a tracking and learning function.