Conceptualizing the Visitor Experience: A Review of Literature and Development of a Multifaceted Model

ABSTRACT

Although commonly considered the core product offered by visitor attractions such as museums, zoos, and heritage sites, the visitor experience has proved a difficult construct to both define and measure. This article reviews the concept of visitor experience, drawing from literature in tourism and leisure research as well as museum and visitor studies, and identifies a number of issues on which the literature presents multiple perspectives. By clarifying these issues, this article takes a first step toward building a shared vocabulary to describe and measure visitor experiences. The article presents a conceptual scheme that describes relationships among key factors, and a multifaceted model of the visitor experience that offers a way of characterizing both its content and intensity. The article thus provides a basis for future research designed to capture this elusive phenomenon.     

Visitor Motivations Across Three Informal Education Institutions: An Application of the Identity-Related Visitor Motivation Model

ABSTRACT

Recent studies suggest that visitors’ situated museum identities may be examined through the motivations expressed during visits to zoos, aquariums, botanical gardens, and other museums. This article examines a tool published by the Association of Zoos and Aquariums (AZA) and J. Falk, Heimlich, and Bronnenkant (2008) for documenting visitors’ motivations at zoos, aquariums, and other informal education settings and compares motivations for visiting across three informal education sites. Surveys were administered to 370 adult visitors to an aquarium, science center, and boat-based eco-tour operator. Findings revealed both different motivations of visitors to these informal education institutions and seasonal changes to those motivations. Moreover, the motivations tool, which was created specifically to document visitor motivations in zoos and aquariums, was able to successfully document visitor motivations in such places as a science center and boat excursion company. It is not clear, however, that it sheds direct light on visitor identity. Modifications to the instrument and underlying taxonomy are suggested and theoretical issues are discussed and used to suggest further areas of research. Findings from the empirical work contribute to discussions of how informal education institutions may use visitor motivations data along with a theory of identity to better understand current audiences and reach new audiences.     

Measuring and Understanding Diversity Is Not So Simple: How Characteristics of Personal Identity Can Improve Museum Audience Studies

ABSTRACT

For decades, museums have been seeking diversity in their audiences, for reasons including equity, vitality, community relations, and audience development. The initial emphasis on diversity was about race, and although museum initiatives and programming forged ahead with evolving definitions of diversity, the visitor studies field has a mixed record of participating in that evolution. The usefulness of visitor demographics in representing diversity has been debated and, although the field has exploded simple conceptions such as “the typical visitor,” visitor research professionals have not thoroughly applied our skills to help museums understand how to define, encourage, and monitor diversity, or to document its benefits. This article suggests that more thoughtful measures of audience diversity can be created by expanding demographics with characteristics of personal identity. Pragmatic examples of such measures in visitor research are presented.     

Assessing Mission-Related Learning Outcomes at Zoos and Aquaria: Prevalence,Barriers, and Needs

ABSTRACT

The authors investigated the current practices for assessing mission-related learning outcomes at institutions that belong to the Association of Zoos and Aquariums (AZA) in North America. A survey instrument was sent to 207 education directors in order to examine each institution's efforts in conducting audience research and evaluating the impact of their mission. Survey results from 97 institutions revealed that a large proportion of zoos and aquaria conduct visitor research; however, most only collect measures related to operational performance and not measures concerning mission-related learning outcomes such as knowledge gains, affective reactions to animals, or intended conservation actions. Large institutions tended to collect more information than smaller institutions. Most responding institutions also indicated a need for additional data to evaluate their mission performance. Not surprisingly, the most prevalent barriers for conducting visitor research were found to be inadequate staffing capacity and budgets. Most institutions clearly understand the need for additional mission-related research efforts. Because most institutions already conduct some audience research, incremental efforts, such as pooling resources or common measuring standards could yield deeper understanding of the mission performance in zoos and aquaria.     

Investigating the Role of Emotion in Science Center Visitor Learning

ABSTRACT

A number of investigators have argued that emotion plays an important role in free-choice learning in settings such as museums, science centers, zoos, and aquariums, particularly given the relationship between emotion and cognition. Despite considerable research on the cognitive aspects of visits, empirical studies on emotion in such settings are virtually non-existent. This study investigated the role that emotion plays in facilitating and enhancing learning at a science center. Three major research questions were addressed: (a) Can emotion be measured using Russell's Affect Grid in a non-laboratory setting such as an interactive science center? (b) If so, do different types of science center experiences create measurably different levels of emotional arousal and/or valence in visitors? and (c) If so, was there evidence that elevated arousal and/or valence enhanced or retarded visitors' long-term cognitive science learning? The study provided evidence that emotion could be measured using a modified Affect Grid technique and that a particular traveling exhibition generated arousal levels above baseline levels as determined by a control group. Findings suggest a relationship between emotional arousal and positive changes in visitor long-term cognition, attitudes, and behaviors.     

The Relationship between Viewing Area Size and Visitor Behavior in an Immersive Asian Elephant Exhibit

ABSTRACT

Immersive exhibits are increasingly popular in zoos, being seen as benefiting both animals and visitors. Multiple, discreet viewing areas are one of the key features of immersive zoo exhibits. Small, discreet viewing areas afford the visitor a very personal and intimate experience and may promote an affiliative response between the visitor and the animals on display, thus enhancing the immersive experience. This investigation sought to determine the effect of these viewing areas on visitor behavior, particularly in exhibits where the same animals could be viewed from different-sized viewing areas. This study in the Elephants of the Asian Forest exhibit at Chester Zoo, used unobtrusive visitor tracking to investigate how visitors behave at the exhibit's different-sized viewing areas. The results show that visitors are much more likely to stop, and stay for longer, at the largest viewing areas. Furthermore, there appears to be a proportional increase in visitor interest with increasing viewing area size. These findings have implications for zoo exhibit designers, particularly on the order in which viewing areas should be positioned.     

Audiences at the “New” Museum: Visitor Commitment,Diversity and Leisure at the Museum of New Zealand Te Papa Tongarewa

ABSTRACT

In response to the “new museology” and a competitive and financially constrained environment, museums are increasingly expected to maintain high overall visitation, a democratized audience base and multiple offerings in terms of visitor experience. This article examines over a decade of visitor statistics from the “new” Museum of New Zealand Te Papa Tongarewa, which opened in 1998, to determine the extent to which it is meeting these expectations. The findings demonstrate Te Papa's successes, as well as its ongoing challenges in attracting a diverse and committed audience from a geographically dispersed, multicultural population. Also evident is the museum's varied leisure functions relating to holidays, social outings, and special events. Te Papa's visitor database, which has been consistently accumulated throughout a critical period in the history of the museum, thus provides insights into visitation in the context of the “new” museology and the repositioning of museums within the leisure and tourism industry.     

The Impact of Environmental,Social, and Animal Factors on Visitor Stay Times at Big Cat Exhibits

ABSTRACT

An accurate understanding of visitor interest is critical to the education and conservation missions of zoos. However, studies that consider multiple influences are rare, and measures such as stay time that have been used to measure visitor interest vary widely, making broader inferences challenging. The authors sought to (a) compare the relative influences of social interactions, animal behavior, environmental factors, and animal species on visitor stay time and (b) evaluate how conclusions vary depending on the metric of stay time used. They conducted 701 direct observations of zoo visitors at a big cat exhibit. The data suggest that animal visibility was a critical factor driving stay time. Animal species played a minor role. The relative importance of the number of other visitors present and animal activity level differed depending on the stay time metric used. Nine other factors examined were relatively unimportant in predicting stay time. These results have important implications for exhibit design, crowd flow management, animal husbandry, collection management, and educational programs in zoos.     

Museum Atmospherics: The Role of the Exhibition Environment in the Visitor Experience

ABSTRACT

This review presents atmospherics as a potential model for studying the interplay between visitors and the exhibition environment in informal learning settings such as museums. Atmospherics posits that the environment influences affective, cognitive, and behavioral responses, and that these responses can be shaped by design cues in the environment (Kotler, 1974). Atmospherics and the related model of the servicescape have informed research in a variety of retail, leisure, and entertainment settings (Chang & Horng, 2010; Turley & Milliman, 2000). Applying the atmospherics model to the museum environment has considerable potential for extending our understanding of the role that the exhibition environment plays in the museum visitor experience, and informing the design of informal learning settings.     

Implications of the Social Model of Disability for Visitor Research

ABSTRACT

Museum professionals have long held the view that their institutions can play a central role in supporting learning and inclusion but evidence seems to be in sort supply in the case of visitors with disabilities. Until recently, most of the work conducted in museums relating to learning and access for this particular visitor group has been about developing products and services rather than assessing their impact. The lack of research in this area reflects the slow development of disability studies as a distinct field and the fact that anti-discrimination and human rights legislation only extended to those with disabilities in the mid to late 1990s. The author introduces one approach to negotiating a balanced design of visitor research and the principles of the emancipatory research framework. She argues that this framework has the capacity to delve into the experiences of people with disabilities and provide a deeper analysis that would not otherwise be possible. The Heritage Education For All project will be used as an example to demonstrate how this approach can be developed in practice, and to show that informal learning programs designed using an emancipatory insight have the capacity to enable people with disabilities to gain new insights into their lives and identities.     

Investigating Sustained Visitor/Museum Relationships: Employing Narrative Research in the Field of Museum Visitor Studies

ABSTRACT

Museums today are faced with a number of challenges and are currently searching for ways to attract and retain audiences and engage with the public. In order to address these issues, researchers have called for studies to help construct a more complete understanding of the visitor experience. Few studies employ methodological approaches that provide in-depth accounts of the museum experience. Narrative methodology is one means by which researchers may access rich accounts of the multi-faceted nature of audience relationships with museums. This article reports preliminary findings from a narrative research study that aimed to explore sustained visitor/museum relationships. The narrative methodology adopted for this study provides novel insights into the nature of these relationships and extends our understanding of those museum experiences that build and strengthen relationships with visitors.     

Staff-Mediated Learning in Museums: A Social Interaction Perspective

ABSTRACT

Educators, docents, and interpreters are considered integral to the learning experiences at many museums. Although there is growing recognition that these staff members need professional development to effectively support visitor learning, there has been little research to describe their work or identify effective facilitation strategies. To address this need, we explored the nature of unstructured staff-facilitated family learning at the Oregon Museum of Science and Industry in Portland, OR, videotaping and inductively analyzing 65 unstructured staff-family interactions. The analysis highlighted the importance of role negotiation between staff and adult family members, particularly during the initiation of interactions, staff and visitor facilitation of family learning, and the introduction of new learning goals by staff members. Aligned with prior research on family learning in museums, adult family members played a critical role in shaping the nature of the interactions and determining the level of involvement of staff members. Findings have important implications for both future research and the professional development of staff.     

Applied Research and Zoo Education: The Evolution and Evaluation of a Public Talks Program using Unobtrusive Video Recording of Visitor Behavior

ABSTRACT

The provision of high-quality conservation education has become a priority for modern zoos. This can be delivered in a number of differing ways to account for differences in learning styles and prior knowledge of zoo visitors. At Chester Zoo (United Kingdom), a team of full-time and highly trained interpreters (known as presenters) deliver a diverse public talks program every day of the year. Although these talks attract a large audience, little was understood about their impact on the visitor. As a result, an extensive, unobtrusive study using video recording equipment was undertaken to assess visitor behavior. Results suggest that visitor attentiveness was much higher among those individuals who found themselves in a better viewing position (where they could see the animal and presenter). Visitors who were in poor-visibility positions showed less attention than visitors who were observed under control conditions, without an accompanying talk, indicating a high environmental component to learning potential. When interactive elements were included in a talk (such as an animal feed or enrichment activity) attentiveness was dramatically increased. More crucially, however, was that during talks where there was no interactivity or animals were inactive, attentiveness fell to below control levels, suggesting that heightened visitor expectations created by the anticipation for the talk were not being met—a serious barrier to learning. These findings offer a series of measures that can be taken to improve the educational impact of a zoo talks program whilst, at the same time, providing a better quality experience for zoo visitors.     

Introduction to “A Natural History Museum in Transition: Reflections on Visitor Studies in Practice”: A History Lesson

ABSTRACT

This article assesses the use of audience segmentation in visitor studies by analyzing its application in the identity model of visitors proposed by J. Falk (2009) and J. Falk et al. (2007). As a leading example of visitor segmentation, the authors examine this model's application in a specific case at U.S. zoos to elaborate some of its limitations. Conventional short-term, episodic approaches to visitor research should be challenged and supplemented by a more contextually sensitive framework. The authors contend that segmentation approaches, and in particular Falk's theorization and operationalization of an identity model of visitors, are problematic. They argue for a contextual turn that places visitors’ experiences within a holistic and long-term framework of individual life circumstances, relationships, and trajectories. Research and theory from education, sociology, and cultural studies extends existing visitor research approaches by acknowledging complexity, change over time, and the interwoven and developmental nature of sociocultural variables influencing visitors’ appropriation of new ideas and experiences.     

Photographing in the Art Museum: Visitor Attitudes and Motivations

There is an animated debate in popular media about whether or not photography should be allowed in art museums. However, there is limited research that examines how visitors themselves feel about visitor photography and the reasons why they choose to take (or not take) photographs in museums. This research, conducted at the Smithsonian National Portrait Gallery in Washington, DC, uses semistructured, in-depth interviews and photo elicitation with 40 adults to examine visitors' attitudes to using photography inside art museums and their motivations for doing so. The research results suggest that visitors with positive attitudes towards visitor photography see photographic devices as tools that enhance certain aspects of the museum experience, promote further education, and provide entry points to exhibitions and a more interactive, personal experience. Those with negative attitudes see photographic devices as mediating and distracting lenses that have a detrimental effect on intimate experiences with artworks. Many of the participants with negative attitudes still use photographic devices because they believe that the risk of diminishing art experiences in the museum is worth taking, considering the potential uses of photography. The six main motivations for taking photographs in museums are (a) to aid memory, (b) to share, (c) for further research, (d) to inspire, (e) as building material for self-identity, and (f) as an art form in its own right.     

The Influence of Background Music on the Visitor Museum Experience: A Case Study of the Laiho Memorial Museum,Taiwan

ABSTRACT

The uses and functions of music within the museum environment are of both practical and theoretical interest. This article investigates the impact of background music on the museum visitor experience using information collected from 20 in-depth interviews with visitors to the Laiho Memorial Museum in Taiwan. Each participant heard either a piece of light music or a historical recording of a 1930s song while visiting Laiho's personal study exhibited in the museum. These two types of background music have comparable information loads, although they fit the exhibit to different degrees. Qualitative analysis of interview data indicates that background music played in museums has both emotional and cognitive influences on the visitor experience. This study showed that light music evoked warm and relaxed feelings in participants, whereas a 1930s song evoked feelings of nostalgia and curiosity to learn more about the song. The results are discussed in terms of the diverse needs, behaviors, and attitudes of museum visitors.     

Talking to Visitors about Conservation: Exploring Message Communication through Docent–Visitor Interactions at Zoos

ABSTRACT

Education personnel, both paid staff and volunteers, are often used at zoos and other museums as a channel to disseminate educational messages. This exploratory study examined the use of zoo docents to communicate key conservation messages from the zoo to visitors. The study was conducted in 2 phases using an emergent design with mixed methods. The findings suggest that visitors perceive docents to be an important source for conservation messages even though observed message communication through docent–visitor interactions was very limited. Docents view themselves as “facilitators for learning”, but their limited awareness of the institution's messages inhibits their ability to communicate these messages to visitors. Other factors that influence incidence of message communication are duration of the interaction, nature of the exhibit/region, and group composition. In this study, signage was found to be an effective channel for building cognitive awareness of messages among visitors.     

Development of a Research Instrument for Evaluating the Visitor Outcomes of Face-to-Face Interpretation

ABSTRACT

This article details the development, testing, and refinement of a set of indicators and a data collection instrument designed to be used to evaluate the outcomes of face-to-face interpretation across a range of heritage-based visitor settings and experiences. One of a suite of data collection instruments, the self-completing visitor questionnaire incorporates a set of indicators that (a) reflects the types of visitor outcomes that managers actually want from their interpretive programs; (b) is theoretically valid based on what is known about the potential cognitive, affective, and behavioural outcomes of interpretation, and (c) requires minimal effort, expense, and little or no social research expertise to collect and analyse the data, yet produces results with acceptable validity and reliability. While management and industry-driven, the research is underpinned by some thirty years of evaluation theory and practice, and is thus grounded in theories of psychology and human behaviour and methods from the social sciences and from applied program evaluation. This makes the final set of indicators an important contribution to the literature, and the questionnaire itself a useful and practical tool for those whose expertise and responsibilities lie primarily with managing and delivering rather than researching and evaluating the outcomes of interpretation.     

A Review of: “Learning in Places: The Informal Education Reader”

ABSTRACT

Fluctuations in visitor numbers over the past 50 years at the Norwegian University of Science and Technology (NTNU) Museum of Natural History and Archaeology in Trondheim, Norway, indicate an overall decline in visitation since the 1990s but with some positive figures in the last years. Separate data available from 1977 to 2006 show a strong correlation between the numbers of school students and the general public. The general public paid relatively few visits in December, but visitation peaked in summer and autumn. Sundays and midweek were the busiest days. This article discusses factors that may influence the short-term, monthly, and daily distribution of visitors as well as the more long-term variations. These include the development of museums in Norway and how the historical, cultural, and nationalistic background may influence the topics and information in exhibitions, and hence the public interest in what the museum has to offer.