Pub Date : 2020-01-02DOI: 10.1080/10645578.2020.1731671
R. Sweetman, A. Hadfield, Akira R. O’Connor
Abstract Approaches to the subject of memory vary considerably, according to discipline. Museologists have either focused upon the role of the museum as a memory bank, or examined memories of museum visits in relation to identity and motivations. Archeologists have investigated the use of memory to regulate community experience, whilst psychologists have developed experimental methods to assess the quantity and quality of information encoded and retrieved. Until now, few studies have attempted to draw evidence from across these fields to understand how different types of exhibits and sensory experiences contribute to individual memory formation. We therefore conducted controlled experiments with 64 adults to measure memory differences when archeological material was presented in three distinct formats (display case, virtual manipulation, and object handling). The study demonstrated greater recognition and recall when objects were handled, suggesting multisensory experiences improve memory for both the artifacts themselves and their associated “stories.” It indicated that descriptive label information is far more striking than object names or dates, and that artifacts depicting living creatures were recalled more easily than other objects. The most marked differences occurred in more challenging memory tasks, where immersive encoding and participant expertise acted independently to improve the quality of memory.
{"title":"Material Culture, Museums, and Memory: Experiments in Visitor Recall and Memory","authors":"R. Sweetman, A. Hadfield, Akira R. O’Connor","doi":"10.1080/10645578.2020.1731671","DOIUrl":"https://doi.org/10.1080/10645578.2020.1731671","url":null,"abstract":"Abstract Approaches to the subject of memory vary considerably, according to discipline. Museologists have either focused upon the role of the museum as a memory bank, or examined memories of museum visits in relation to identity and motivations. Archeologists have investigated the use of memory to regulate community experience, whilst psychologists have developed experimental methods to assess the quantity and quality of information encoded and retrieved. Until now, few studies have attempted to draw evidence from across these fields to understand how different types of exhibits and sensory experiences contribute to individual memory formation. We therefore conducted controlled experiments with 64 adults to measure memory differences when archeological material was presented in three distinct formats (display case, virtual manipulation, and object handling). The study demonstrated greater recognition and recall when objects were handled, suggesting multisensory experiences improve memory for both the artifacts themselves and their associated “stories.” It indicated that descriptive label information is far more striking than object names or dates, and that artifacts depicting living creatures were recalled more easily than other objects. The most marked differences occurred in more challenging memory tasks, where immersive encoding and participant expertise acted independently to improve the quality of memory.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"23 1","pages":"18 - 45"},"PeriodicalIF":1.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2020.1731671","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43114088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/10645578.2020.1750830
B. Serrell
Abstract Understanding the behavior of visitors in museum exhibitions is essential to the creation of effective presentations of meaningful content and experiences for the public. This article summarizes a recent aggregation of 65 tracking-and-timing studies that builds on the data for 110 older studies previously published and examines the issue of “thorough use” with two numerical indexes – the sweep rate index (SRI) and the percentage of diligent visitors (%DV). These metrics reveal patterns of the most basic evidence of visitors’ engagement with exhibitions. In addition, a metascattergram visually presents the variables along with benchmarks – 300 SRI and 25% DV – that can be used to compare the data from one exhibition to another or to compare the same traveling exhibition at different sites. SRI and %DV contribute useful measures for discussions about diagnosing and improving audience engagement in exhibitions, and the process of collecting and analyzing the data is a useful activity for museum professional development.
{"title":"The Aggregation of Tracking-and-Timing Visitor-Use Data of Museum Exhibitions for Benchmarks of “Thorough Use”","authors":"B. Serrell","doi":"10.1080/10645578.2020.1750830","DOIUrl":"https://doi.org/10.1080/10645578.2020.1750830","url":null,"abstract":"Abstract Understanding the behavior of visitors in museum exhibitions is essential to the creation of effective presentations of meaningful content and experiences for the public. This article summarizes a recent aggregation of 65 tracking-and-timing studies that builds on the data for 110 older studies previously published and examines the issue of “thorough use” with two numerical indexes – the sweep rate index (SRI) and the percentage of diligent visitors (%DV). These metrics reveal patterns of the most basic evidence of visitors’ engagement with exhibitions. In addition, a metascattergram visually presents the variables along with benchmarks – 300 SRI and 25% DV – that can be used to compare the data from one exhibition to another or to compare the same traveling exhibition at different sites. SRI and %DV contribute useful measures for discussions about diagnosing and improving audience engagement in exhibitions, and the process of collecting and analyzing the data is a useful activity for museum professional development.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"23 1","pages":"1 - 17"},"PeriodicalIF":1.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2020.1750830","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45280261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/10645578.2020.1750276
Jane Robertson Evia, K. Peterman
Abstract In 2015, the British Science Association (BSA) began developing a model to describe various publics based on how they engage with science. Currently, the model includes four groups along a continuum: Not interested, Inactive, Engaged, and Professionals. This article focuses on the Engaged, defined as those who are interested in science and who actively search for information about science and science-related activities and events. In 2018, a survey was administered to members of five science festival listservs in order to learn more about their interest in and engagement with science. Because listserv membership is voluntary, all nonprofessional respondents were considered members of the Engaged group. Through a series of cluster analyses, three distinct clusters were identified within this group. We describe the three clusters and how they are both different from and similar to one another. The clusters are then used to explore how Engaged publics participated in their local science festival. Findings are discussed in relation to our growing understanding of the BSA model, as well as practical applications for recruiting and programing for Engaged publics.
{"title":"Understanding Engagement with Science Festivals: Who Are the Engaged?","authors":"Jane Robertson Evia, K. Peterman","doi":"10.1080/10645578.2020.1750276","DOIUrl":"https://doi.org/10.1080/10645578.2020.1750276","url":null,"abstract":"Abstract In 2015, the British Science Association (BSA) began developing a model to describe various publics based on how they engage with science. Currently, the model includes four groups along a continuum: Not interested, Inactive, Engaged, and Professionals. This article focuses on the Engaged, defined as those who are interested in science and who actively search for information about science and science-related activities and events. In 2018, a survey was administered to members of five science festival listservs in order to learn more about their interest in and engagement with science. Because listserv membership is voluntary, all nonprofessional respondents were considered members of the Engaged group. Through a series of cluster analyses, three distinct clusters were identified within this group. We describe the three clusters and how they are both different from and similar to one another. The clusters are then used to explore how Engaged publics participated in their local science festival. Findings are discussed in relation to our growing understanding of the BSA model, as well as practical applications for recruiting and programing for Engaged publics.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"23 1","pages":"66 - 81"},"PeriodicalIF":1.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2020.1750276","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47167404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/10645578.2020.1750271
Michael Garbutt, Scott East, B. Spehar, Vicente Estrada-González, Brooke Carson-Ewart, Josephine Touma
Abstract Recent advances in Mobile Eye Tracking (MET) technology facilitate the investigation of visitors’ embodied visual behaviors as they move through exhibition spaces. Our MET-based pilot study of visitor behaviors in an art museum demonstrates the value of MET for identifying ‘hotspots’ of attention. The study also confirms the occurrence of the movement patterns identified by Eghbal-Azar in non-art museums and demonstrates how two patterns—’the Long Gaze’ and ‘Reading’—can be usefully described in more detail. To illustrate this, we report on one visitor’s experience with a single painting, noting the complex embodied visual behaviors associated with gazing and reading. Our findings allow us to reflect on the potential benefits of eye tracking not only for mapping visitor engagement but also for promoting it. In contrast to art museum installations that use static eye tracking as a form of visitor engagement, we argue that MET applications enable visitors to observe, reflect on, and potentially modify, personal viewing practices.
{"title":"The Embodied Gaze: Exploring Applications for Mobile Eye Tracking in the Art Museum","authors":"Michael Garbutt, Scott East, B. Spehar, Vicente Estrada-González, Brooke Carson-Ewart, Josephine Touma","doi":"10.1080/10645578.2020.1750271","DOIUrl":"https://doi.org/10.1080/10645578.2020.1750271","url":null,"abstract":"Abstract Recent advances in Mobile Eye Tracking (MET) technology facilitate the investigation of visitors’ embodied visual behaviors as they move through exhibition spaces. Our MET-based pilot study of visitor behaviors in an art museum demonstrates the value of MET for identifying ‘hotspots’ of attention. The study also confirms the occurrence of the movement patterns identified by Eghbal-Azar in non-art museums and demonstrates how two patterns—’the Long Gaze’ and ‘Reading’—can be usefully described in more detail. To illustrate this, we report on one visitor’s experience with a single painting, noting the complex embodied visual behaviors associated with gazing and reading. Our findings allow us to reflect on the potential benefits of eye tracking not only for mapping visitor engagement but also for promoting it. In contrast to art museum installations that use static eye tracking as a form of visitor engagement, we argue that MET applications enable visitors to observe, reflect on, and potentially modify, personal viewing practices.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"23 1","pages":"100 - 82"},"PeriodicalIF":1.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2020.1750271","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41972553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/10645578.2019.1661737
Rupanwita Gupta, J. Fraser, Shelley Rank, Jane Brucker, Kate Flinner
Abstract Informal learning institutions like zoos, aquariums, science centers, and botanic gardens are popular among the American public. Many offer science-related activities, suggesting an “ecology” of sites varying in degree with regards to science and STEM (science, technology, engineering, math) learning in general. Understanding public perceptions of the STEM learning ecology can inform decisions about increasing STEM literacy in the United States. The current qualitative study used interactive workshops to understand the public’s perceptions of zoos and aquariums (Z/As) in particular, compared to other settings, for their potential to support STEM learning. Visitors identified a wide range of settings in institutions and their everyday lives where they experienced STEM learning opportunities. The primary STEM discipline they encountered was science, even though the opportunities were not explicit. They also recognized that these settings offer the potential for learning about technology, engineering, and math through staff facilitation. They distinguished Z/As from other cultural organizations because of opportunities to learn about science as it related to animals. Implications for STEM learning in informal settings are discussed for its potential to engage the public in STEM outside of the formal education context.
{"title":"Multi-Site Case Studies About Zoo and Aquarium Visitors’ Perceptions of the STEM Learning Ecology","authors":"Rupanwita Gupta, J. Fraser, Shelley Rank, Jane Brucker, Kate Flinner","doi":"10.1080/10645578.2019.1661737","DOIUrl":"https://doi.org/10.1080/10645578.2019.1661737","url":null,"abstract":"Abstract Informal learning institutions like zoos, aquariums, science centers, and botanic gardens are popular among the American public. Many offer science-related activities, suggesting an “ecology” of sites varying in degree with regards to science and STEM (science, technology, engineering, math) learning in general. Understanding public perceptions of the STEM learning ecology can inform decisions about increasing STEM literacy in the United States. The current qualitative study used interactive workshops to understand the public’s perceptions of zoos and aquariums (Z/As) in particular, compared to other settings, for their potential to support STEM learning. Visitors identified a wide range of settings in institutions and their everyday lives where they experienced STEM learning opportunities. The primary STEM discipline they encountered was science, even though the opportunities were not explicit. They also recognized that these settings offer the potential for learning about technology, engineering, and math through staff facilitation. They distinguished Z/As from other cultural organizations because of opportunities to learn about science as it related to animals. Implications for STEM learning in informal settings are discussed for its potential to engage the public in STEM outside of the formal education context.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"22 1","pages":"127 - 146"},"PeriodicalIF":1.5,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2019.1661737","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43287378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/10645578.2019.1668235
Robert Brown, N. Jeanneret, J. Andersen
Abstract Museums are designed to engage families with young children with a welcoming, safe and stimulating environment and museum staff are central to achieving this mission. What staff know about and how they interact with young children and their parents, however, is rarely investigated. This article presents research involving staff and families interacting in a large city museum. The research sought to document and compare a sample of family and staff views and experiences, with the findings showing a positive alignment of views in relation to goals, engagement and learning. Perceptions of if, when and how staff should interact with families are varied and contextualized, highlighting how staff have to be aware of and attuned to attuned to the interests and needs of families.
{"title":"Are We on the Same Page? Family and Museum Staff Perceptions of Engagement and Learning","authors":"Robert Brown, N. Jeanneret, J. Andersen","doi":"10.1080/10645578.2019.1668235","DOIUrl":"https://doi.org/10.1080/10645578.2019.1668235","url":null,"abstract":"Abstract Museums are designed to engage families with young children with a welcoming, safe and stimulating environment and museum staff are central to achieving this mission. What staff know about and how they interact with young children and their parents, however, is rarely investigated. This article presents research involving staff and families interacting in a large city museum. The research sought to document and compare a sample of family and staff views and experiences, with the findings showing a positive alignment of views in relation to goals, engagement and learning. Perceptions of if, when and how staff should interact with families are varied and contextualized, highlighting how staff have to be aware of and attuned to attuned to the interests and needs of families.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"22 1","pages":"213 - 232"},"PeriodicalIF":1.5,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2019.1668235","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45592373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/10645578.2019.1664849
S. Degotardi, K. Johnston, H. Little, Yeshe Colliver, Fay Hadley
Abstract Recent research indicates that museums hold great potential for children’s engagement and learning. To date, most research has either focused on school-aged children or young children’s independent learning engagement and, as a result, little research has investigated how museum spaces may foster and enhance the interactive learning of families with prior-to-school-age children. The current study sought to investigate which features of museum spaces might promote rich learning conversations within such families when visiting three metropolitan museums. Applying an interpretivist lens on video data generated from child and parent videos, and analyzing postvisit interview data, this study found shared attention, questioning, technical vocabulary, and cognitive connections featured in the learning conversations in such spaces. Further, intricate detail, different perspectives, interactivity and multimodality were significant exhibit design features that appeared to promote such learning conversations. Implications for exhibit design are discussed in relation to the undergirding concept of sustained shared thinking.
{"title":"“This is a Learning Opportunity”: How Parent–Child Interactions and Exhibit Design Foster the Museum Learning of Prior-to-School Aged Children","authors":"S. Degotardi, K. Johnston, H. Little, Yeshe Colliver, Fay Hadley","doi":"10.1080/10645578.2019.1664849","DOIUrl":"https://doi.org/10.1080/10645578.2019.1664849","url":null,"abstract":"Abstract Recent research indicates that museums hold great potential for children’s engagement and learning. To date, most research has either focused on school-aged children or young children’s independent learning engagement and, as a result, little research has investigated how museum spaces may foster and enhance the interactive learning of families with prior-to-school-age children. The current study sought to investigate which features of museum spaces might promote rich learning conversations within such families when visiting three metropolitan museums. Applying an interpretivist lens on video data generated from child and parent videos, and analyzing postvisit interview data, this study found shared attention, questioning, technical vocabulary, and cognitive connections featured in the learning conversations in such spaces. Further, intricate detail, different perspectives, interactivity and multimodality were significant exhibit design features that appeared to promote such learning conversations. Implications for exhibit design are discussed in relation to the undergirding concept of sustained shared thinking.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"22 1","pages":"171 - 191"},"PeriodicalIF":1.5,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2019.1664849","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43785386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/10645578.2019.1625634
Efrat Nativ Ronen, T. Tal
Abstract University-based science youth centers offer science-day activities for students that include lectures and sometimes a laboratory experience. This phenomenological study explores stakeholders’ views of science-day programs at 3 different university-based science outreach centers. The study describes the characteristics, the goals, the pedagogy, and the challenges of science days as voiced by the different informants. We found that the main goal was exposing students to science and “showing STEM is fun." Some teachers sought added value of learning in out-of-school environments and pointed to the importance of hands-on activities. The centers’ staff did not address pedagogy and viewed teachers’ role as being chaperons. Teachers felt patronized by the young guides who did not acknowledge their experience and expertise. Some differences in approaches of junior and senior teachers are discussed. In conclusion, we recommend mutual discussion of goals, and finding ways for teachers and centers' staff to collaborate in planning and enactment of science days.
{"title":"Stakeholders’ Perceptions of Science-Day Programs at University-Based Science Outreach Centers","authors":"Efrat Nativ Ronen, T. Tal","doi":"10.1080/10645578.2019.1625634","DOIUrl":"https://doi.org/10.1080/10645578.2019.1625634","url":null,"abstract":"Abstract University-based science youth centers offer science-day activities for students that include lectures and sometimes a laboratory experience. This phenomenological study explores stakeholders’ views of science-day programs at 3 different university-based science outreach centers. The study describes the characteristics, the goals, the pedagogy, and the challenges of science days as voiced by the different informants. We found that the main goal was exposing students to science and “showing STEM is fun.\" Some teachers sought added value of learning in out-of-school environments and pointed to the importance of hands-on activities. The centers’ staff did not address pedagogy and viewed teachers’ role as being chaperons. Teachers felt patronized by the young guides who did not acknowledge their experience and expertise. Some differences in approaches of junior and senior teachers are discussed. In conclusion, we recommend mutual discussion of goals, and finding ways for teachers and centers' staff to collaborate in planning and enactment of science days.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"22 1","pages":"147 - 170"},"PeriodicalIF":1.5,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2019.1625634","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47094061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/10645578.2019.1668679
Elena Villaespesa
Abstract This article presents a segmentation of users who visit The Metropolitan Museum of Art’s online collection. The six segments defined in this study are professional researcher, personal interest information-seeker, student researcher, inspiration-seeker, casual browser, and visit planner. The study combines web analytics with more traditional survey methods to show how digital research tools can be incorporated into visitor studies in the emerging domain of online product evaluation. The results of this user research advance the understanding of museum website audiences, with detailed data and descriptions of each segment. The article argues that it is important for museums to create multiple kinds of online experiences to reflect the varying motivations, art background, context, and online behavior of website users. Moreover, the article provides a discussion on the implications of this user diversity for evaluating the impact and value of online museum collections. The evaluation framework needs to include metrics to measure the user experience by considering the online collection from three perspectives: as a resource for research and learning, as a source of inspiration, and as a tool for planning a visit to the museum.
{"title":"Museum Collections and Online Users: Development of a Segmentation Model for the Metropolitan Museum of Art","authors":"Elena Villaespesa","doi":"10.1080/10645578.2019.1668679","DOIUrl":"https://doi.org/10.1080/10645578.2019.1668679","url":null,"abstract":"Abstract This article presents a segmentation of users who visit The Metropolitan Museum of Art’s online collection. The six segments defined in this study are professional researcher, personal interest information-seeker, student researcher, inspiration-seeker, casual browser, and visit planner. The study combines web analytics with more traditional survey methods to show how digital research tools can be incorporated into visitor studies in the emerging domain of online product evaluation. The results of this user research advance the understanding of museum website audiences, with detailed data and descriptions of each segment. The article argues that it is important for museums to create multiple kinds of online experiences to reflect the varying motivations, art background, context, and online behavior of website users. Moreover, the article provides a discussion on the implications of this user diversity for evaluating the impact and value of online museum collections. The evaluation framework needs to include metrics to measure the user experience by considering the online collection from three perspectives: as a resource for research and learning, as a source of inspiration, and as a tool for planning a visit to the museum.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"22 1","pages":"233 - 252"},"PeriodicalIF":1.5,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2019.1668679","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48808663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/10645578.2019.1665390
O. Stoleriu, A. Brochado, A. Rusu, C. Lupu
Abstract Danube Delta is the second largest European delta, a UNESCO World Heritage Site, and a famous paradise for nature lovers and bird watchers, which attracts increasing numbers of tourists every year. The article uses mixed methods, qualitative (i.e., narratives) and quantitative (i.e., computer) analyses, to examine the main components of visitors' subjective experiences of the Danube Delta. Data is represented by online visitor reviews, posted between 2011 and 2017 on the TripAdvisor website. The results showed that experiences of the Danube Delta are mostly positive and centered on direct contact with nature and wildlife. However, managerial aspects linked to visit organization, such as boat types, trip itinerary, duration, or food, were more prominent in the tourists’ impressions and recommendations, compared to destination attributes. Experiences of the Danube Delta are mostly passive, dominantly visual, with low visitor emotional and physical engagement. The cultural and environmental dimensions are underrepresented in people's reviews.
{"title":"Analyses of Visitors’ Experiences in a Natural World Heritage Site Based on TripAdvisor Reviews","authors":"O. Stoleriu, A. Brochado, A. Rusu, C. Lupu","doi":"10.1080/10645578.2019.1665390","DOIUrl":"https://doi.org/10.1080/10645578.2019.1665390","url":null,"abstract":"Abstract Danube Delta is the second largest European delta, a UNESCO World Heritage Site, and a famous paradise for nature lovers and bird watchers, which attracts increasing numbers of tourists every year. The article uses mixed methods, qualitative (i.e., narratives) and quantitative (i.e., computer) analyses, to examine the main components of visitors' subjective experiences of the Danube Delta. Data is represented by online visitor reviews, posted between 2011 and 2017 on the TripAdvisor website. The results showed that experiences of the Danube Delta are mostly positive and centered on direct contact with nature and wildlife. However, managerial aspects linked to visit organization, such as boat types, trip itinerary, duration, or food, were more prominent in the tourists’ impressions and recommendations, compared to destination attributes. Experiences of the Danube Delta are mostly passive, dominantly visual, with low visitor emotional and physical engagement. The cultural and environmental dimensions are underrepresented in people's reviews.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"22 1","pages":"192 - 212"},"PeriodicalIF":1.5,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2019.1665390","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42532025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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