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interpretation

Volume 15, Number 1 - National Association for Interpretation

Volume 15, Number 1 - National Association for Interpretation

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Comparative Evaluation of the Attention<br />

Capture and Holding Power of Novel Signs<br />

Aimed at Park Visitors<br />

Troy E. Hall<br />

Sam H. Ham<br />

Department of Resource Recreation and Tourism<br />

College of Natural Resources<br />

University of Idaho<br />

Moscow, Idaho<br />

Brenda K. Lackey<br />

College of Natural Resources<br />

University of Wisconsin–Stevens Point<br />

Stevens Point, Wisconsin<br />

Abstract<br />

Communication theories guided the development of messages to increase attention<br />

paid to signs in Yosemite National Park regarding food storage in bear country. Four<br />

experimental signs (moral appeal, humorous appeal, narrative story, and telegraphic<br />

title) were tested against a standard park message at three locations in the park.<br />

Hypotheses that the experimental signs would outperform the standard sign were only<br />

partially supported. In most cases, more than 50% of visitors at least glanced at the<br />

signs, although few paid sufficient attention to fully process the message. The most<br />

effective sign overall was the narrative format. However, observations of 963 people<br />

indicated that the effect of signs on reading behavior is highly variable and depends<br />

often on the location of the sign. Interviews with 163 visitors in two locations showed<br />

that visitors recognized certain signs as highly familiar and tended not to like traditional<br />

formats as much as the novel designs. The empathetic and narrative messages received<br />

the most positive response. The highly variable attracting power and holding times for<br />

the different messages across locations suggests park managers need to attend closely to<br />

audience and site characteristics if they expect to communicate effectively with signs.<br />

Implications for understanding message vividness are developed.

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