Scientists are increasing their efforts to promote public engagement with their science, but the efficacy of the methods used is often not scientifically evaluated. Here, we designed, installed and evaluated the educational impact of interactive games on touchscreens at two primate research centres based in zoo environments. The games were designed to promote interest in and understanding of primates and comparative psychology, as a scaffold towards interest in science more generally and with the intention of targeting younger individuals (under 16's). We used systematic observational techniques and questionnaires to assess the impact of the games on zoo visitors. The games facilitated increased interest in psychology and science in zoo visitors, and changed the knowledge of visitors, through demonstration of learning about specific scientific findings nested within the games. The impact of such devices was greatest on younger individuals (under 16's) as they were significantly more likely to engage with the games. On the whole, therefore, this study demonstrates that interactive devices can be successful educational tools, and adds to the growing body of evidence that conducting research on public view in zoos can have a tangible impact on public engagement with science.

Research emerging from the USA suggests that holding an incremental theory of intelligence (growth mindset) has a positive impact on academic success. However, limited empirical work has explored this relationship in a UK sample, and there has been a lack of research into the antecedents which might influence the development of certain intelligence beliefs. This study aimed to explore these gaps in the existing literature. Data was collected from 710 9‐year‐old pupils (UK Year 5). Participants completed attainment tests in Maths and English, and a questionnaire to assess their implicit theories of intelligence (mindset). Socio‐demographic information—including gender, ethnicity, free school meal (FSM) status and special educational needs (SEN) status—was also collected. Results showed that pupils eligible for FSM or SEN endorsed more of an entity theory of intelligence than pupils not eligible for either. Analysis of the whole sample showed that attainment significantly correlated with implicit theories of intelligence, however, this relationship did not exist for children with FSM or SEN status. These findings help to elucidate the relationship between implicit theories of intelligence and attainment in the UK, but also suggest the importance of external support in potentially facilitating pupils’ belief systems. Results are discussed in relation to avenues for targeted intervention.

Historically, Internet access has been linked to a country’s wealth. However, starting a decade ago, this situation changed dramatically and Internet access became increasingly available in primate range countries. The rapid growth of smartphone use in developing nations has created new avenues to communicate conservation. Here we assess the potential of social media to promote primate conservation at the local level within primate range countries. We interviewed 381 people in communities associated with 18 conservation projects from 11 countries to assess their use of social media. We found that 91% of the people had at least one social media account and 95% of these people checked their accounts daily. The median number of contacts per person across all platforms was 453 and 300 considering only each person’s most used platform. We also documented that local conservation projects had a diversity of information they wanted to relay to the local community through social media. Our research highlights the potential for social media to be an extremely useful communication tool for tropical conservation scientists. Thus, we encourage more conservation groups to explore using social media to communicate to local communities and to report on the impact it has on conservation.

In areas where primates are threatened, environmental education interventions are a key way to increase the local population’s knowledge of their environment and encourage positive attitudes and habits to preserve the environment and wildlife on a local and global scale. This study assesses the impact of Tangkoko Conservation Education (TCE), the Macaca Nigra Project’s conservation education programme, running since 2011 in North Sulawesi for school children, teachers, and the local population. TCE’s goal is to help people increase their knowledge of their environment and develop more positive habits and behaviours towards their local environment, especially the Critically Endangered and endemic crested macaques (Macaca nigra). We measured the efficacy of TCE’s programme for pupils using questionnaires provided one month before and one month after a year-long conservation education programme at school. Pupils’ knowledge and behaviour scores increased significantly after their participation in the programme. Their habits score also increased but this increase was not statistically significant. Girls scored significantly higher than boys in terms of positive behaviour towards wildlife. Children participating in the programme more than once seemed to obtain higher scores in their second participation, although the sample size was too small for formal analysis. Despite some limitations, this study demonstrates the positive impact of our programme on young people living in an area where primates are threatened. We hope that this research will inspire similar programmes in Sulawesi and elsewhere by providing methods and activities to help prevent primate extinction.

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