Reducing Electricity Use on Campus: The Use of Prompts, Feedback, and Goal Setting to Decrease Excessive Classroom Lighting

Clayton et al. (2017) worked in three college classrooms.

Each room got a new sign every week.

The sign showed how often lights were left on and set a goal to do better.

Rooms cut the time lights stayed on after class.

The drop happened as soon as the signs went up and stayed low.

Wolchik et al. (1982) got families to save electricity with daily feedback and a short video.

Clayton uses the same idea—feedback plus a cue—but swaps the video for a simple door sign.

Billings et al. (1985) showed that saying a goal out loud to others is the active ingredient.

Clayton posts the goal on the door so everyone sees it; no extra rewards needed.

Taber-Doughty (2005) let students pick their prompt style and learning sped up.

Clayton did not ask which sign students liked; future work could add choice and maybe save even more energy.

You can cut waste electricity tonight.

Print last week’s “lights-left-on” count, add a 10% lower goal, and tape it to the door.

No cost, no tokens, no extra staff.