The Dynamics of Kea Behaviour and Interpretive Signage on Visitor ...

the sign. Furthermore, 12.5% <strong>of</strong> the facilities in Parker (2007) study were not even accompanied
by educational signs, in direct opposition with the Captive Management Plan for <strong>Kea</strong> 1995 <strong>and</strong>
the 2002 Review. In addition, findings based on pre <strong>and</strong> post surveys <strong>of</strong> visitors viewing <strong>Kea</strong>
exhibits in Parkers study showed no significant improvement on the number <strong>of</strong> correct answers
visitors gave on leaving the exhibit (Parker, 2007). This implies that the type <strong>and</strong> use <strong>of</strong> the
current signs accompanying <strong>Kea</strong> enclosures may be inappropriate as an educational or advocacy
tool.
This low incidence <strong>of</strong> visitor interest in signage at animal exhibits suggests that signs are not
being portrayed in a manner that has appropriate or adequate Attracting Power. In the informal
learning environment <strong>of</strong> a zoological park where learning is voluntary <strong>and</strong> <strong>of</strong>ten determined by
the underlying interests, impulses, needs <strong>and</strong> motivations <strong>of</strong> the visitor (Falk, 2005), visitors
<strong>of</strong>ten need to be coaxed <strong>and</strong> motivated into choosing to seek information. This may be a
complex undertaking, particularly when studies suggest the primary motivation <strong>of</strong> these visitors
is more recreational than educational (eg: Morgan & Hodgkinson, 1999; T<strong>of</strong>ield et al., 2003;
Reading <strong>and</strong> Miller, 2007). Yet the two need not be in opposition, <strong>and</strong> capturing visitor attention
is considered to be the first step in the process <strong>of</strong> motivational interest, <strong>and</strong> thus in the eventual
communication <strong>of</strong> an educational or advocacy based message (Bitgood, 2000).
Several theoretical approaches to the idea <strong>of</strong> learner diversity have been used to suggest ways in
which visitor interest in signage can be improved. Gardner’s (1983) ‘<strong>The</strong>ory <strong>of</strong> Multiple
Intelligences’ categorizes individuals into seven different cognitive learning styles based on their
preferred or more dominant sensory mode (such as linguistic, interpersonal, logistic or
kinaesthetic). Furthermore, Falk & Dierkings (1992) ‘Interactive Experience Model’ suggests a
particular individual will respond to the information that they encounter depending on a complex
interaction between the personal, social <strong>and</strong> physical characteristics <strong>of</strong> both the individual
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