Touristic Learning Behaviors and Outcomes in Theme Parks: The Role of Activity and Affectional Contexts

Abstract

Existing studies have highlighted the significance of touristic learning; however, few have explored the effectiveness of different learning contexts. This study employs a combination of spatial–temporal behavior analysis and survey research to investigate how activity context (static vs. interactive) and affectional context (positive vs. negative) influence visitors' spatial–temporal behaviors and learning outcomes in zoological theme parks. The results indicated that interactive contexts are more effective than static contexts in extending visitors' duration of stay, increasing the diversity of venues explored, and enhancing both emotion and learning outcomes of visitors. The moderating effect of affectional context is significant, with the positive context notably enhancing emotion and learning outcomes of visitors associated with the interactive context. Additionally, visitors' emotion played a mediating role in the relationship between activity contexts and learning outcomes. These empirical findings offer valuable practical implications for the design of educational experiences within theme parks.