How Physical Environment Impacts Visitors’ Behavior in Learning-Based Tourism—The Example of Technology Museum

Visiting a museum is a popular activity in the tourism industry, especially in cultural and learning-based tourism. To help plan museums effectively, this study investigated the underlying motivations and constraints and their impact on the perceived physical environment and visitor satisfaction toward a museum. The results suggest that the physical environment of museums serves as an axial mediator among motivations, constraints and visitor satisfaction. Six essential factors of physical environment are affected by motivations and constraints, further affecting visitor satisfaction in various patterns, in which architectural planning, exhibition, external environment, and entrance are clearly affected by basic motivations and constraints. Under motivations, family education and self-development are the most two profound influences on enhancing visitor satisfaction through the physical environment. Shops and café are worth special attention in meeting motivation of attractiveness, occasion and social interaction. The results could support the planning and design of a satisfactory museum.

Evaluating a Fruit and Vegetable Program: In Eastern Ontario Schools

Purpose: Effectiveness was evaluated for a fruit and vegetable program developed to encourage Canadian elementary school children to eat the recommended number of daily servings. Also examined was whether the program modified children’s personal factors, perceived social environment, and perceived physical environment. Methods: A prospective, quasi-experimental trial was conducted to compare the eight schools receiving the intervention curriculum (Freggie Friday schools [FFS]) with six control schools (CS). A food frequency questionnaire was used to measure differences in fruit and vegetable consumption. Personal factors, perceived social environment, and perceived physical environment supporting fruit and vegetable consumption were assessed with an adapted version of the validated Pro Children study questionnaire. Results: Of the 942 children who completed the baseline assessment, 807 also completed the follow-up questionnaire (FFS, 450; CS, 357). A mixed-effects regression model indicated no significant intervention effects on fruit or vegetable consumption, snack food consumption, or knowledge or attitudes related to fruit and vegetable consumption. Conclusions: The results suggest that an intervention based on a single visit from an external group, followed by teacher-led programming, may be an ineffective method of eliciting dietary behaviour change in this population. Future programs may need to implement multicomponent intervention designs.