Using a Behavior Change Model to Document the Impact of Visits to Disney's Animal Kingdom: A Study Investigating Intended Conservation Action

Dierking, Lynn D.; Adelman, Leslie M.; Ogden, Jackie; Lehnhardt, Kathy; Miller, Lance J.; Mellen, Jill D.

doi:10.1111/j.2151-6952.2004.tb00128.x

Cited by 88 publications

(59 citation statements)

References 5 publications

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“…As such, many zoos strive to effectively convey conservation messages to their visitors [Dierking et al, 2004;Hayward and Rothenberg, 2004;Stoinski et al, 2002]. However, zoo visitors come to an institution with their own needs and expectations.…”

Section: Introductionmentioning

confidence: 98%

Influences on visitor behavior at a modern immersive zoo exhibit

Ross

Gillespie

2008

Zoo Biology

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Zoos serve as centers for both research and education. The challenge is to convey messages about their conservation projects while meeting visitor expectations, which often include recreation and entertainment. One way this can be achieved is through the design of immersive exhibits that draw visitors in and engage them with interactive educational elements. Regenstein African Journey (RAJ) opened at Lincoln Park Zoo in 2003 and was designed to take visitors on a simulated safari through Africa. Because visitor experience was a major design goal, we conducted a timing and tracking study to evaluate use of the building and educational components. For a 9-week period in 2003, we tracked 338 visitors to RAJ and recorded continuous data as they moved through the building. Data were collected on handheld computers that provided precise timing data. The median visit was 11.08 min, 41% of which was spent looking at animals and 9% of which was spent engaged with interpretive elements. We found significant differences in the way visitors used signage: those in groups without children spent more of their visit engaged with signage than those with children and visitors who spent more of their visit interacting socially spent less time engaged with signage. By understanding how visitors use the educational opportunities presented to them, we can better meet their expectations and more effectively achieve the goal of conservation education.

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Section: Introductionmentioning

confidence: 98%

Influences on visitor behavior at a modern immersive zoo exhibit

Ross

Gillespie

2008

Zoo Biology

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“…While others have used slightly different classification systems (e.g. Dierking et al, 2004;Wearing et al, 2006), there is consistency in terms of the constructs captured.…”

Section: Literature Reviewmentioning

confidence: 99%

An Assessment of the Outcomes of a Chinese-Language Interpretive Tour Experience at a Heritage Tourism Attraction

Dijk¹,

Weiler²

2009

Tourism Analysis

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Accepted on 07/10/2008 for Tourism Analysis (volume and issue TBD) AcknowledgementsThe authors wish to thank Dr Xin Yu and Andrea Zhang for assistance with translation and back-translation of the instrument. Andrea was also the main research assistant for data collection and her dedication and good humour were crucial in gaining a high rate of response from visitors. We also thank Leah Stamm for her help with data entry and analysis and Annita Based on results from 285 self-completed surveys, the instrument reliably assessed that visitors" perceptions of their interpretive experience were average to very good on cognitive, affective and behavioral constructs. Notwithstanding the fact that work still needs to continue in refining one of the ten indicators, the instrument provides practitioners and researchers with a reliable and valid tool for assessing the outcomes of heritage interpretation in two very different cultural contexts.

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“…A number of studies have indeed found that, in the absence of reinforcing experiences after the visit, short-term changes in levels of commitment or planned environmental action do not persist over time (Adelman, Falk & James 2000;Dierking, et al, 2004;Rickinson, 2001). Research in other contexts also suggests that intentions do not automatically convert to sustained, long-term behavioural change (Hwang, Kim & Jeng, 2000;Stern and Oskamp, 1987).…”

Section: Post-visit Learning Reinforcementmentioning

confidence: 99%

Using tourism free‐choice learning experiences to promote environmentally sustainable behaviour: the role of post‐visit ‘action resources’

Ballantyne

Packer

2011

Environmental Education Research

182

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This paper argues the need for the providers of ecotourism and other free-choice environmental learning experiences to promote the adoption of environmentally sustainable actions beyond their own sites, when visitors return to their home environments. Previous research indicates that although visitors often leave such experiences with a heightened awareness of conservation issues and intentions to adopt environmentally responsible behaviors, only a minority translate these intentions into real actions. Building on research and theory in relation to visitor experiences in free-choice learning environments, the paper identifies three different stages in the educational process and proposes a strategy for facilitating the translation of visitors' behavioural intentions into the adoption of sustainable actions through the provision of post-visit action resources.

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Using a Behavior Change Model to Document the Impact of Visits to Disney's Animal Kingdom: A Study Investigating Intended Conservation Action

Cited by 88 publications

References 5 publications

Influences on visitor behavior at a modern immersive zoo exhibit

Influences on visitor behavior at a modern immersive zoo exhibit

An Assessment of the Outcomes of a Chinese-Language Interpretive Tour Experience at a Heritage Tourism Attraction

Using tourism free‐choice learning experiences to promote environmentally sustainable behaviour: the role of post‐visit ‘action resources’

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