Page 292 - Zoo Animal Learning and Training

264 10 Making Training Educational for Zoo Visitors

VetBooks.ir memorability may be a precursor to under- when participants were contacted six months
after their zoo visit, most had failed to start
standing, developing understanding from the
recalled facts is not necessarily automatic.
short‐term increases in conservation inten-
Evidence of the effectiveness of animal pres- new behaviours (Smith et al. 2008a). Similar
entations to increase support for conservation tions had failed to be retained by visitors a few
was shown in a study of visitors who partici- months after a visit to a ‘conservation station’
pated in an interactive elephant presentation, exhibit at Disney’s Animal Kingdom (in which
compared to visitors viewing elephants in their live animal presentations, and interactions
enclosures (Swanagan 2000). During this were available) (Dierking et al. 2004). This lack
study, the viewing of the animal presentation of retention indicates that although short‐term
was associated with the highest rate of peti- benefits may be achieved from trained animal
tions for elephant conservation (Swanagan presentations, an isolated zoo visit is challenged
2000). Similarly, Taronga Zoo’s performance in its ability to instil longer‐term behavioural
using donation‐collecting parrots (described changes.
in Section 10.3) raised over £20 000 within its Nonetheless, other examples exist to
first year (Host 2008); the role of the birds in demonstrate the successful incorporation of
this activity appeared to increase the propor- conservation messaging in trained animal
tion of the audience donating, compared to presentations at zoos, with impacts on visitor
when no birds were involved (Kemp et al., sub- conservation awareness and intention to per-
mitted). However, the amount donated (per form positive behaviours. Zoos Victoria,
visitor) was significantly less when a bird was Melbourne (Australia) promoted marine habi-
used, compared to donations received without tat conservation via donations and motivation
visitor–bird contact, and it has been postu- for recycling as part of their live animal presen-
lated that visitors were seeking an interaction tation (Mellish et al. 2017). Likewise, Wellington
with the bird for a minimal cost, rather than Zoo (New Zealand) implemented a pledge to
making a true donation for the sake of conser- perform a conservation behaviour as part of a
vation (Kemp et al., submitted). Another bird live animal presentation, and determined that
show was also determined to motivate an by asking visitors to sign a pledge, as opposed
increased participation in conservation behav- to just being informed of the behaviour, signifi-
iours, or a reinforcement or supplementation cantly greater uptake of the behaviour could be
of the knowledge (Smith et al. 2008a). However, achieved (Macdonald 2015).

Case Studies
There are a variety of techniques used for training and most trainers have their own preferences
depending on the species and behaviour being trained. The following are some case studies
selected to demonstrate the range of messages delivered, and the training techniques involved.
Biological and Ecological Facts

Free Flown Exotic Bird Show and Birds Used for Film‐work; Pleasure Wood Hills (UK)
Biological fact: owl’s sense of hearing.
Presentation: free flight showing natural flight and hunting behaviour.
The power of owls hearing can be shown or demonstrated by training the bird to a buzzer.
Simply described, the owl is fed and the buzzer activated, the bird then identifies the sound with
food. The buzzer is then placed in a location and activated; the bird flies to the point of the sound
and is rewarded. During the demonstration multiple buzzers can be used to fly the bird to and
from various points around the stage/demonstration area. Visitors can interact and choose the
point of landing before the bird arrives, which will show that the bird is not flying to the same
point every time and is in fact going to the sound.