Page 291 - Zoo Animal Learning and Training

10.5 Impact on Visitor Learning, Attitude, and Behaviour 263

VetBooks.ir lions balance objects on their nose in the study of the elephant training presentation
mentioned above revealed that viewing this
wild. However, this has yet to be evaluated
regarding the visitors response and its impact
tude or conservation intent (Hacker and
on educational value. activity alone did not influence visitor atti-
Controversies also exist in regards to the Miller 2016), suggesting that the experience
value or justification of some types of training of an encounter must be an integral compo-
programmes. A survey of the perceptions of nent of a successful education experience.
Australasian zookeepers involved in free‐ or The elephant presentation took place in a
protected‐contact with big cats revealed a large amphitheatre, which may have reduced
general consensus that any contact with big the intimacy felt by some visitors, depending
cats should be restricted to keepers (Szokalski on where they were seated. In another exam-
et al. 2013). However, public interactions with ple, observing a rhino training presentation
these carnivores do occur in zoos around the without any associated factual or interpre-
world (e.g. posing for photos with tigers, walk- tive commentary resulted in a high failure
ing with lions, stroking cheetahs). Concerns rate when visitors were quizzed on their
have been raised including sending the ‘wrong’ knowledge after the demonstration (Visscher
message, including misinformed perceptions et al. 2009). Visitors that saw the same train-
of animal behaviour, the safety of interactions, ing presentation preceded by a keeper/
or even promoting exotic pet ownership educator explanation, had nearly 100% pass
(Ballantyne et al. 2007; Bulbeck 2004; Szokalski rates on the post‐viewing quiz, illustrating
et al. 2013). In contrast, others feel that ani- the necessity for interpretation alongside
mals would not be ‘as interesting’ without animal training (Visscher et al. 2009).
closer contact (Szokalski et al. 2013). Extrapolation of individual study conclu-
With that in mind, observing free‐contact sions regarding the effectiveness or value of
interactions between an animal and trainer animal presentations in general should
was shown to increase visitor dwell time as therefore be performed with caution, with
well as provide evidence of more deeper sufficient acknowledgment of case‐specific
learning via voluntarily offered statements attributes in terms of experience quality and
related to animal behaviour and conserva- characteristics. Contextualisation is key
tion status (Povey and Rios 2002). This use of (Falk and Dierking 2000), and educational
the animal trainer as a proxy for visitors’ per- impact will vary according to the programme
sonal experiences was also demonstrated in a design, the animal handlers, the location,
study of visitor attitudes (Hacker and Miller and the safety of the performance (Orams
2016). Where visitors considered themselves 1997; Szokalski et al. 2013).
to have experienced an ‘up‐close encounter’ Differentiating between knowledge gain
with an elephant (without any physical and attitude or conservation intention is
contact), a strong link was demonstrated to equally important, as these outcomes are not
an improved attitude towards the impor- always integrally or consistently associated.
tance of wild elephant conservation (Hacker Visitors demonstrated higher knowledge
and Miller 2016). Other studies have also scores (compared to their entry scores) three
determined animal training presentations to months after either the viewing of a presen-
be effective in influencing visitor attitude tation using trained animals, or an encounter
(Miller et al. 2012; Price et al. 2015), as well as between visitor and trained animals (Miller
conservation intentions achieved from the et al. 2012). However, only the visitors who
use of trained animals in visitor presenta- participated in an animal encounter had
tions (Miller et al. 2012; Swanagan 2000). maintained an increased attitude and behav-
When assessing the efficacy of animal ioural intention score; the group viewing the
presentations, the importance of the presentation had returned to baseline in
inclusion of a personalised experience, and terms of their attitudes and conservation
appropriate interpretation, is apparent. The intentions (Miller et al. 2012). As such, whilst