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10.5 Impact on Visitor Learning, Attitude, and Behaviour 261

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Figure 10.6 An animal encounter experience at London Zoo (UK). Source: K. Whitehouse‐Tedd.

play in visitor learning. Although active par- static exhibit viewing, indicates the potential
ticipation is known to increase learning (Sim for enhanced visitor learning opportunities
2014; Sterling et al. 2007), it is possible that (Alba et al. 2017). Information can be pre-
the observation of other people participating sented in an engaging manner during static or
in an activity can be equally important in a training presentations with live animals,
learning experience. Therefore, the viewing potentially increasing the feeling of connect-
of animal–trainer interactions may be an edness between visitors and animals they are
underlying educational component. For observing (Szokalski et al. 2013) (i.e. using the
example, observing the protected‐contact trainer as a proxy). In another study, more
training of big cats was perceived to provide positive experiences (scores for enjoyment,
increased educational opportunities for the educational experience, and statements of
public, and the relationship between trainers value) were reported by visitors observing a
and animals thought to be particularly impor- training demonstration compared to those
tant in this context (Szokalski et al. 2013). involved in passive exhibit‐viewing or
Increased visitor attention during live animal interpretation‐only presentations (Anderson
presentations or performances (Figure 10.7), et al. 2003). Likewise, a greater knowledge
compared to keeper‐only presentations or gain was reported by visitors viewing an