Learning by Having Fun

1
Learning by Having Fun

• Liv R. Lindseth
• Norwegian Energy Efficiency Inc.

2
Energy Efficiency

• In Norway
• General interest for EE low
• EE not perceived as important
• Energy a national asset
• Cheap hydro power
• EE communication seen as reprimanding
• The idea
• A new image is necessary
• Impact on energy users of tomorrow
• Form attitude
• Long-term results
• Children educate adults

3
Conceptual framework

• Two main theoretical arguments
• 1)Humour as a route to behaviour
• change
• 2)Behaviour predicts new behaviour
• Humour The sudden awareness of an alternative
  construction of a distressful situation which
  dissipates (to some extent) that distress.
• (Boeree, 1998, p 2)

4
Humour and liking as a persuasive route
5
Behaviour impact on attitudes

• Competitions and games
• Project work
• The Energy Challenge
• The reality TV category
• Action, Involvement
• Find answers and solve problems
• Cheer with your team
• Detect smart/poor solutions before participants

Engagement comes first education and attitudes
is a successive effect
6
The Rainmakers

• A national concept for children
• Key words Play, Create and Share
• Children as a resource taking an
• active part in their own education
• Learning by doing
• Meet children at their own arenas
• School, TV, Internett, events, books,
• music, club
• Engage children in activities they
• like
• Games, competitions, physical activities,
• stories, gadgets, etc.

7
Energy Efficiency on childrens TV

• The Rainmakers are everywhere
• Linking TV and the Internett
• PuggandPlay and pugandplay.com
• PysjPopBaluba and pysj.no
• www.regnmakerne.no
• Coolifying the energy message
• Means
• Involvement
• Humour
• Interactivity
• Entertainment

8
Evaluation

• Evaluations conducted by TNS Gallup on behalf of
  Enova SF
• December 2003
• Knowledge of the Rainmakers 10 (two months
  after introduction)
• PPB show 54 market share
• 91 associate Pysjs logo with childrens TV
• Significant behavioural differences between those
  who have watched and not watched the TV show
• June 2004
• Knowledge of the Rainmakers 22
• 70 from TV
• 20 from School
• Significant behavioural differences between those
  who have watched and not watched the TV show

9
How often do you do the following?(n804)
Frequency of EE measures June 2004
Significant behavioural differences on all
measures among those who have watched PPB and
those who have not watched the TV-show
Watched PPB
Not watched PPB
10
Conclusion

• Humour, engagement, games and physical
• activities are effective pedagogical tools
• reaching children with the energy message.