游客时空行为与保护教育感知研究&mdash;&mdash;以香港海洋公园为例

赵莹; 王嘉铭; 毛子丹

doi:10.13959/j.issn.1003-2398.2021.02.010

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人文地理 ›› 2021, Vol. 36 ›› Issue (2) : 73-81. DOI: 10.13959/j.issn.1003-2398.2021.02.010

中国时空间行为研究前沿

游客时空行为与保护教育感知研究——以香港海洋公园为例

赵莹, 王嘉铭, 毛子丹

作者信息 +

TOURISTS' SPATIAL-TEMPORAL BEHAVIOR AND CONSERVATION EDUCATIONAL PERCEPTION: A CASE STUDY OF THE OCEAN PARK IN HONG KONG

ZHAO Ying, WANG Jia-ming, MAO Zi-dan

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摘要

传统的时空间行为研究建立在均质人、机械人的假设基础上。游客时空行为作为客观制约和主观选择的共同结果，对其展开研究时加入游客情感变化分析有助于理解行为环境与游客行为的互动关系。本研究关注游客时空行为过程中的保护教育感知，以香港海洋公园为案例地，展开游客时空行为跟踪调查和控制教育环境线路的实验组调查。分析发现：①游客行为分为正面解说型、负面解说型、正面互动型、负面互动型四类。其中，参观正面情绪的场馆会提升游客到访多类型教育场馆的积极性，体验互动活动则会延长游客在教育性场馆中停留的时长。②游客在不同情感环境下进行不同类型的行为活动，其保育感知水平会出现显著差异，正面互动型和负面解说型的游览行为会给游客带来保育感知的提升。③行为活动和空间环境对游客保育感知水平的影响主要体现为知识层、态度层的变化，行为维度变化并不显著。

Abstract

The traditional time-space behavior research is based on the hypothesis of homogeneous individuals. Since the emergence of an emotion turn in geography, the topics of well-being, motivation or emotion are discussed in time geography. In tourism, tourists' spatial-temporal behavior is impacted by both objective constraints and subjective preferences. The analysis of tourists' emotion will be helpful to understand the interaction between environment and behavior. This study focuses on the conservation educational perception, a typical emotion during tourism, with an empirical study in the Ocean Park of Hong Kong. The survey was conducted in May 2019 including spatial-temporal behavioral tracking and grouping experiments. After oneweek survey and data cleaning, 264 GPS tracking data and 129 experimental samples were included in the analysis. The results show four visitors' spatial-temporal behavior patterns were identified by K-means Cluster analysis, which are named as positive-learning, negative-learning, positive-interaction and negative-interaction. For visitors' behavior, visiting exhibitions with positive emotions can encourage visitors to visit more diverse educational attractions, and interactive activities extend stay duration in these exhibitions. For conservation educational perception, visitors' perception level varies across activity participations in different environments. Both positive-interactive and negative-learning visits increase perception level. The environment of attractions and visitors' behavior mainly affect visitors' educational perception at the knowledge and attitude level, but the influence is not significantly at the behavior level.

导出引用

赵莹, 王嘉铭, 毛子丹. 游客时空行为与保护教育感知研究——以香港海洋公园为例[J]. 人文地理. 2021, 36(2): 73-81 https://doi.org/10.13959/j.issn.1003-2398.2021.02.010

ZHAO Ying, WANG Jia-ming, MAO Zi-dan. TOURISTS' SPATIAL-TEMPORAL BEHAVIOR AND CONSERVATION EDUCATIONAL PERCEPTION: A CASE STUDY OF THE OCEAN PARK IN HONG KONG[J]. HUMAN GEOGRAPHY. 2021, 36(2): 73-81 https://doi.org/10.13959/j.issn.1003-2398.2021.02.010

中图分类号： C912.8

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