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Currently there are mixed results regarding the ability for media or more specifically video to increase a person's interest in conservation. However, there is a growing amount of evidence that in-person experiences at a zoo or aquarium can increase a person's interest in conservation. The goal of the current study was to examine the difference between an in-person experience viewing a polar bear training session and watching a video of the same experience on cognition, emotion, empathic concern, and conservation intent. A total of 124 Brookfield Zoo members were randomly assigned to one of three conditions. Condition 1 was an in-person 10 min (Live Animal) experience viewing a training session with a polar bear. Condition 2 participants (Video Animal) watched a video of the same experience from Condition 1 and Condition 3 (Control) listened to the audio from Condition 1 but only viewed an image of one of our animal care specialists. Results suggest that the live condition is associated with higher probability of answering questions correctly, having a positive emotional experience, having greater empathic concern for wild bears, and wanting to get involved in conservation when compared to the control. These impacts were not observed for the video condition suggesting that for this study, watching a video of a training session was not an effective tool for getting people involved in conservation. Future research is needed to better understand this important topic, but we now have further evidence of the importance of in-person zoo experiences.

African and Asian elephants are popular within zoos, however there is currently limited information on how viewing them impacts zoo visitors. The goal of the current study was to examine the relationship between viewing elephants in zoos accredited by the Association of Zoos and Aquariums and zoo visitors' reported conservation intent and perceptions of animal welfare. Visitors were systematically selected to fill out questionnaires following elephant observation at nine facilities throughout North America. Questions included information on conservation predispositions, exhibit experience, exhibit perceptions, animal welfare perceptions, emotional experience, learning outcomes, conservation intent, and demographics. Results suggest that observing elephants engaged in a variety of species-typical behaviors and having an up-close experience was significantly correlated to visitors having a positive emotional response. The positive emotional response, combined with visitor conservation predisposition had a significant positive relationship with reported interest in getting involved in conservation. Perceptions of animal welfare were significantly related to a positive emotional experience driven by seeing animals engaged in a variety of active species-typical behaviors as well as exhibit perceptions and whether or not visitors thought it was important to have elephants in zoos. Exhibit perception was primarily correlated with exhibit size. The results provide factors that could help to increase visitor interest in conservation as well as the potential impact of viewing elephants in an accredited zoo. Facilities can use this information to help ensure their visitors have similar type experiences in order to inspire visitors' interest in conservation as well as positive perceptions of animal welfare.

Visiting a zoo or aquarium is not only fun, but can also have a positive impact on visitors' knowledge and attitudes regarding animals and the environment. The biggest challenge, however, is for these institutions to strategically provide opportunities for cognitive and affective learning while simultaneously facilitating enjoyment and fun. Recent studies in zoos and aquaria have examined various factors that can influence learning such as engaging visitors' emotions or connecting with visitors' prior knowledge and interests. The intent of the current study was to further this line of investigation and explore the relationship between visitors' predispositions and their cognitive and affective experiences and reactions as they walked through an animal exhibit. We selected three indoor immersion exhibits and one outdoor naturalistic exhibit for the study to obtain a wide range of different animals and exhibit settings. Research assistants randomly intercepted visitors leaving the exhibits and asked, among other things, the extent they experienced certain thoughts and feelings while they were walking through the exhibits. Results revealed that visitors' emotional responses to viewing animals were key experiences along with opportunities for introspection and reflection during their time in the exhibits. Implications of the study are discussed in reference to providing both fun and meaningful learning experiences for visitors.