The Relationship between Viewing Area Size and Visitor Behavior in an Immersive Asian Elephant Exhibit

Moss, Andrew; Francis, David; Esson, Maggie

doi:10.1080/10645570801938418

Cited by 27 publications

(20 citation statements)

References 14 publications

(11 reference statements)

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“…In turn, the number of squirrels seen was affected by visit duration (positive) and noise (negative). Visitors should be encouraged to spend more time in the enclosure, either through direct advice or strategies to encourage visitors to stay longer (e.g., large viewing areas: Moss et al, ). The amount of squirrel interaction with humans increased as the number of adult visitors increased. This can be partly attributed to more opportunities for engagement and partly to a positive squirrel–keeper relationship gained via positive reinforcement.…”

Section: Discussionmentioning

confidence: 99%

“…One particularly intense form of visitor interaction with captive animals occurs in immersive exhibits such as walk‐through enclosures, which are becoming increasingly common in zoos (Shani & Pizam, ). Such enclosures can be larger than traditional enclosures as the viewing area is incorporated within the exhibit rather than being adjacent to it (Moss, Francis, & Esson, ); there can also be fewer conflicts between public requirements and maintaining good welfare. For example, bats (Chiroptera) require a dark environment that can conflict with external viewing.…”

Section: Introductionmentioning

confidence: 99%

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Effects of visitor numbers on captive European red squirrels (Sciurus vulgaris) and impacts on visitor experience

Woolway

Goodenough

2017

Zoo Biology

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Visitors to zoological collections can have substantial effects on captive animals that vary according to species, enclosure design, visitor proximity, and husbandry methods. One particularly intense form of visitor interaction occurs in immersive exhibits such as walk-through enclosures. Such enclosures are increasingly common but effects on animal behavior are currently understudied. Here, the behavior of captive European red squirrels (Sciurus vulgaris) is studied in relation to visitor numbers in a walk-through enclosure. We also quantify the correlation between squirrel encounters and visitor experience. Interaction with humans increased significantly as the number of visitors inside the enclosure increased. The number of children present significantly increased locomotion and decreased eating, possibly due to disturbance and squirrels moving away from busy areas. By contrast, the number of adults significantly increased eating and decreased inactivity due to squirrels approaching visitors. The positive reinforcement training used by the keepers (offering food rewards to the squirrels for coming to them to allow routine medical checks) meant that squirrels associated adults with food opportunities. Squirrel encounter rate (number of squirrels seen by each group of visitors) was significantly affected by the number of adults and visitor duration (positive relationships) and noise as perceived by visitors (negative relationship). Encounter rate was positively correlated with overall visitor experience. Our results indicate that visitors affect behavior but this effect is influenced by husbandry methods. It is vital that visitors, especially children, minimize noise, and move slowly in the enclosure, both for the sake of the animals and their own experience.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effects of visitor numbers on captive European red squirrels (Sciurus vulgaris) and impacts on visitor experience

Woolway

Goodenough

2017

Zoo Biology

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“…In this study, we have adopted the tried and tested approach to quantifying visitor behavior, namely using unobtrusive observations of visitors in exhibit settings [see Serrell, 1998 for an extensive description of these techniques]. Although this method was developed in the museum studies field, it has also been widely used in wildlife attractions [Yalowitz and Bronnenkant, 2009; Zwinkels et al, 2009; Moss et al, 2008; Ross and Lukas, 2005; Ross and Gillespie, 2009; Nakamichi, 2007; Bitgood et al, 1988] increasing our confidence in the validity of implementing such an approach. Although, it must be added that the authors recognize other approaches that can be used to assess relative popularity of zoo animals, such as semantic differential scales [Sommer, 2008; Fraser et al, 2006] or conversation analysis [Clayton et al, 2009; Tunnicliffe, 1996], for example.…”

Section: Introductionmentioning

confidence: 99%

Visitor interest in zoo animals and the implications for collection planning and zoo education programmes

2010

Self Cite

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As zoos have sought to further their conservation missions, they have become powerful providers of environmental education. Outside of "formal" education initiatives, such as those designed for school and other organized groups, or structured public talks programmes, much of the learning potential that the zoo has to offer is around the viewing of animals and the response of visitors to them. In this, zoo learning is a very personal construct, develops from the previous knowledge, and experiences and motivations of each individual. In this article, we make the assertion that learning potential, although difficult to quantify, is very much related to the attractiveness of animal species and the interest that visitors show in them. Using standard behaviorist measures of attraction and interest (the proportion of visitors that stop and for how long), we analyzed the relative interest in 40 zoo species held in a modern UK zoo and the variables that are significant in predicting that popularity. Further to this, the suggestion is made that the zoo collection planning process could use such information to make more informed decisions about which species should be housed for their educational value. Taxonomic grouping was found to be the most significant predictor of visitor interest--that is, visitors were far more interested in mammals than any other group--although body size (length), increasing animal activity and whether the species was the primary or "flagship" species in an exhibit or not, were all found to have a significant bearing on visitor interest.

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“…However, as noted in the RSPCA (2007) report, prior published research on zoos often eschews fundamental questions about zoos' abilities to deliver effective engagement of visitors with science and conservation and focuses instead on dependent (outcome) variables such as satisfaction, "stopping power," "implicit connectedness to nature," and visitor behavior within the zoo (Moss et al 2010a(Moss et al , 2010b, which are assumed to provide some proxy information about educational impact. For example, previous studies have focused on independent (causal) variables such as viewing area size (e.g., Moss et al 2008), visitor density (Moss et al 2007), relative credibility of different zoo-based personnel (e.g., Fraser et al 2008) and "identity-related motivations" (Falk et al 2007). Among those previously published studies that do focus on zoo impacts, most use postvisit only or aggregate-only data (or both), thus making it impossible to identify patterns of learning that can be validly applied at the level of the individual (Molenaar 2004).…”

mentioning

confidence: 99%

Evaluating Children's Conservation Biology Learning at the Zoo

Jensen

2014

Conservation Biology

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2Millions of children visit zoos every year with parents or schools to encounter wildlife 3 firsthand. Public conservation education is a basic requirement for membership in 4 professional zoo associations. However, in recent years there has been increasing 5 criticism of zoos from animal rights groups for failing to demonstrate their averred 6 value for public understanding of conservation and related biological concepts such as 7 animal adaptation to habitats. Indeed, no full-scale study to date has rigorously 8 assessed conservation biology-related learning for the key zoo audience of children. 9The present study represents the largest (n=2839) investigation of the educational 10 value of zoo visits for children aged 7-15 reported worldwide. This research evaluates 11 the relative learning outcomes of educator-guided and unguided zoo visits at London 12 Zoo, both in terms of learning about conservation biology (measured by annotated 13 drawings) and changing attitudes towards wildlife conservation. Results show 41% on 14 educator-guided visits and 34% of children on unguided visits evinced conservation 15 biology-related learning. Negative changes in children's understanding of animals and 16 their habitats were more prevalent in unguided zoo visits. Overall, this study offers 17 evidence of the potential educational value of visiting zoos for children. However, it 18 also suggests that zoos' standard unguided educational provision is insufficient for 19 achieving the best outcomes for visiting children. The study supports a theoretical 20 model of conservation biology learning that frames conservation educators as 21 toolmakers developing conceptual resources to enhance children's scientific 22 understanding. 23

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The Relationship between Viewing Area Size and Visitor Behavior in an Immersive Asian Elephant Exhibit

Cited by 27 publications

References 14 publications

Effects of visitor numbers on captive European red squirrels (Sciurus vulgaris) and impacts on visitor experience

Effects of visitor numbers on captive European red squirrels (Sciurus vulgaris) and impacts on visitor experience

Visitor interest in zoo animals and the implications for collection planning and zoo education programmes

Evaluating Children's Conservation Biology Learning at the Zoo

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