The impact of in-person and video-recorded animal experiences on zoo visitors' cognition, affect, empathic concern, and conservation intent

A meta-analysis of the effect of visiting zoos and aquariums on visitors' conservation knowledge, beliefs, and behavior

Zoos and aquariums are well placed to connect visitors with the issues facing biodiversity globally and many deliver interventions that seek to influence visitors' beliefs and behaviors with respect to conservation. However, despite primary studies evaluating the effect of such interventions, the overall effect of engaging with zoos and the factors that influence this effect remain unclear. We conducted a systematic review to investigate the effect of zoo-led interventions on knowledge, beliefs (attitudes, intentions, self-efficacy, and social norms), and behavior among zoo visitors. These outcomes were identified using the Theory of Planned Behavior as a theoretical lens. We identified and described the nature of zoo-led interventions in 56 studies and used the behavior change technique (BCT) taxonomy to identify 6 specific BCTs used in interventions to date. Multilevel meta-analyses revealed a small to medium positive effect of engaging with zoo-led interventions on outcomes (d+  = 0.40, 95% confidence interval = 0.28-0.51). Specifically, visitors were more knowledgeable about conservation issues, held more favorable attitudes toward conservation, and reported being more likely to act for the benefit of biodiversity. No evidence of publication bias was present. Effect sizes were, however, heterogeneous and subgroup analyses revealed that the nature of the intervention or type of outcome did not explain this variance. Larger effects were, however, found in studies conducted at a single institution relative to research at multiple institutions and studies that used within-participant designs relative to between-participant designs. Taken together, these findings demonstrate how behavior change frameworks can be used to describe zoo-led interventions and supports the assertion that zoos and aquariums can promote changes in beliefs and behaviors that may help protect biodiversity.

Measuring the effectiveness of using rangers to deliver a behavior change campaign on sustainable palm oil in a UK zoo

A fundamental objective of modern zoos is promoting pro-environmental behaviors. This study experimentally assessed the contribution of zoo rangers (staff employed to engage visitors) in delivering a behavior change campaign promoting sustainable palm oil use. The campaign was delivered in a dedicated area in a walk-through animal exhibit, with rangers either "present" or "absent" in the campaign space. Questionnaires assessing awareness, knowledge, and purchasing intentions were completed by 1032 visitors. Two analyses were conducted: (1) comparing the impact of ranger presence versus absence (to assess the overall impact of having rangers present regardless of whether they talked to visitors) and (2) comparing the impact of talking to a ranger against demographically matched individuals visiting when rangers were absent (to assess the specific impact of talking to a ranger). Visitors who talked to rangers were more aware of palm oil, had more knowledge, and greater intentions of purchasing sustainable palm oil. However, as only one-quarter of visitors talked to a ranger, fewer differences were found comparing ranger presence versus absence. These findings suggest that rangers can be instrumental in communicating complex conservation issues and delivering zoo-based behavior change campaigns, but their impact is limited by low engagement rates.

It’s Virtually Summer, Can the Zoo Come to You? Zoo Summer School Engagement in an Online Setting

Zoological collections are rapidly changing from a place of entertainment to centers of education. Many zoological collections run holiday and weekend clubs with activities aimed at inspiring and enthusing the next generation. The COVID-19 pandemic saw zoological collections across the world closing, leading a need for alternative educational content. Edinburgh Zoo, UK converted their summer school to a virtual provision. This provided a unique opportunity to determine the effectiveness of online zoological education by investigating if engagement levels differ for family groups when education is ‘live’, ‘recorded’ or ‘activity’ based. A total of 235 participants signed up for the Virtual Summer School, which comprised of 46 separate activities. Submissions, comments and polls were coded for content level and activity type. Results show that the overall engagement was higher for the live sessions compared to the recorded content; however, the content level was higher for activities. Content level increased over the week and there was a higher reported nature appreciation at the end of the Virtual Summer School. These findings provided evidence to suggest that online holiday zoo education can engage and inspire and gives insight on how to maximize the engagement and knowledge acquisition when using these online platforms.