Paper Type
Complete
Paper Number
1474
Description
Information Systems (IS) research has advanced the ecological discourse on technologies. This study investigated the effects of visualization on promoting sustainability knowledge and pro-environmental behaviors. Drawing on the visualization literature, we illustrated how key visualization features, explanation illustration and dynamic linking affected individuals’ understanding of the impact of their behaviors on the environment, encouraging pro-environmental behaviors. Additionally, we leveraged pedagogy literature to understand the effects of visualization on learning outcomes, and pro-environmental practices can be explained through individuals’ psychological responses in their course of interpreting the visualization. Collectively, this study presents our endeavor to understand the roles of visualization in ecological discourse by integrating the visualization literature and sustainability research. A laboratory experiment involving driving simulations and eye tracking was conducted to operationalize the study. By unboxing individuals’ psychological processes in interpreting visualization, we offer a fresh perspective to understand the promises and challenges of using visualization for knowledge acquisition.
Recommended Citation
Li, Zhiyin and Choi, Ben, "Illustrating the Myths with Explanations and Linking the Excuses with Dynamicity: A Visualized Discourse for Climate Actions" (2024). PACIS 2024 Proceedings. 12.
https://aisel.aisnet.org/pacis2024/track18_sustain/track18_sustain/12
Illustrating the Myths with Explanations and Linking the Excuses with Dynamicity: A Visualized Discourse for Climate Actions
Information Systems (IS) research has advanced the ecological discourse on technologies. This study investigated the effects of visualization on promoting sustainability knowledge and pro-environmental behaviors. Drawing on the visualization literature, we illustrated how key visualization features, explanation illustration and dynamic linking affected individuals’ understanding of the impact of their behaviors on the environment, encouraging pro-environmental behaviors. Additionally, we leveraged pedagogy literature to understand the effects of visualization on learning outcomes, and pro-environmental practices can be explained through individuals’ psychological responses in their course of interpreting the visualization. Collectively, this study presents our endeavor to understand the roles of visualization in ecological discourse by integrating the visualization literature and sustainability research. A laboratory experiment involving driving simulations and eye tracking was conducted to operationalize the study. By unboxing individuals’ psychological processes in interpreting visualization, we offer a fresh perspective to understand the promises and challenges of using visualization for knowledge acquisition.
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Comments
Sustainability