Exploring use of new media in environmental education contexts: introducing visitors’ technology use in zoos model

Yocco, Victor; Danter, Elizabeth; Heimlich, Joseph; Dunckel, Betty A.; Myers, Connie A.

doi:10.1080/13504622.2011.620700

Cited by 12 publications

(7 citation statements)

References 15 publications

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“…For example, Ballantyne and colleagues find that emotionally-charged experiences and, in particular, visitors' sense of "wonder, awe, excitement and privilege" are associated with powerful, lasting memories of the encounter (Ballantyne et al, 2011). They also point to the importance of visitors reflecting on an encounter and making personal connections to the wildlife they have seen, a factor also important to learning in the zoo context (Yocco et al, 2011). Reynolds and Braithwaite (2001) propose that in addition to similar affective qualities of uniqueness, intensity and authenticity, the duration of the encounter, and perceptions of the species will impact on the visitor's experience.…”

Section: Discussionmentioning

confidence: 99%

“…The findings of our study indicate that some visitors, particularly parents, are resistant to the use of screen-based technologies in this setting. This echoes concerns emerging from an examination of zoos' use of new media for education, conducted by Yocco et al (2011). However, incorporating human technology into naturalistic spaces is a challenge which has been addressed in the design of a number of Melbourne Zoo exhibits.…”

Section: Technology As Detracting From the 'Natural' Environmentmentioning

confidence: 94%

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Interactive technology and human–animal encounters at the zoo

Webber

Carter

Smith

et al. 2017

International Journal of Human-Computer Studies

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Section: Discussionmentioning

confidence: 99%

Section: Technology As Detracting From the 'Natural' Environmentmentioning

confidence: 94%

Interactive technology and human–animal encounters at the zoo

Webber

Carter

Smith

et al. 2017

International Journal of Human-Computer Studies

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“…by introducing and evaluating visitors' technology use in zoos (Yocco et al 2011), this study investigates an even more contextualised use and the actual impact on learning outcomes and behaviour. Thus the purpose of the study was to…”

Section: Purposementioning

confidence: 99%

It doesn’t matter, but: examining the impact of ambient learning displays on energy consumption and conservation at the workplace

Börner

Kalz

Specht

2014

Environmental Education Research

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This study reports an intervention to initiate environmental learning and facilitate pro-environmental behaviour. The purpose was to examine the impact of ambient learning displays on energy consumption and conservation at the workplace, more specifically the evaluation of learning outcome and behaviour change. Using a quasi-experimental design, the empirical study was conducted among employees working at a university campus. For the experimental treatments ambient learning display prototypes were varied on two design dimensions, namely representational fidelity and notification level. The results do not provide clear evidence that the design of the displays influences learning outcome or that the displays lead to pro-environmental behaviour change. Nevertheless the sole deployment of the display prototypes eased the comprehension of the information provided and lowered the need for additional information.Thus ambient learning displays provide a promising framework in the context of environmental learning and beyond.

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“…Additionally, issues remain about access to hardware and internet speeds to facilitate easy use in the classroom, and about accessing social media sites in schools for cyber-safety reasons. A recent study by Yocco et al (2011) concluded that the use of technology in free-choice learning environments is dependent on the user's perception of ease of use and their underlying attraction to technology. When these factors were favourable, their study found that potential did exist for deeper knowledge and attitudinal development, which could lead to action.…”

Section: Learning Experiences Outside the Classroommentioning

confidence: 99%

Using Social Media to Reinforce Environmental Learning and Action Taking for School Students

Warner¹,

Eames²,

Irving³

2014

IEJEE-Green

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Environmental experiences often engage learners and create an intention to act, which is then not followed through once the learner is removed from the environment. This study utilized an exploratory, interpretive framework with younger primary school classes to investigate if transfer of learning from field trip experiences in and about the environment into action for the environment could be reinforced by social media interaction between the environmental educator and the class through a blog. Field observations, teacher interviews, student focus groups and analyses of students' work indicated that the blogs were well-received by teachers and students and did foster continued student engagement. The social media interaction only facilitated student action-taking if there was a shared philosophy between the environmental educator and the teacher with respect to the aims of the experiences and the value of action-taking. The importance of teacher attitudes in determining the value of social media is discussed as well as the benefit of dialogue among environmental educators and classroom teachers with respect to the philosophy of environmental learning experiences.

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Exploring use of new media in environmental education contexts: introducing visitors’ technology use in zoos model

Cited by 12 publications

References 15 publications

Interactive technology and human–animal encounters at the zoo

Interactive technology and human–animal encounters at the zoo

It doesn’t matter, but: examining the impact of ambient learning displays on energy consumption and conservation at the workplace

Using Social Media to Reinforce Environmental Learning and Action Taking for School Students

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