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Article

The More Advanced, the Better? A Comparative Analysis of Interpretation Effectiveness of Different Media on Environmental Education in a Global Geopark

by
Shuhui Zheng
1,
Liqun Zhu
1,
Lisheng Weng
2,3,4,* and
Xiuyu Gu
5
1
College of Humanities & Social Development, Nanjing Agricultural University, Nanjing 210095, China
2
School of Tourism Management, Hubei University, Wuhan 430062, China
3
Hubei Digital Culture and Tourism Research Institute, Hubei University, Wuhan 430062, China
4
China Resources & Environment and Development Academy, Nanjing Agricultural University, Nanjing 210095, China
5
Economic Development Department, Yandang Mountain Scenic Area Tourism Administration Committee, Wenzhou 330300, China
*
Author to whom correspondence should be addressed.
Land 2024, 13(12), 2005; https://doi.org/10.3390/land13122005
Submission received: 20 October 2024 / Revised: 11 November 2024 / Accepted: 20 November 2024 / Published: 25 November 2024
(This article belongs to the Special Issue Geoparks as a Form of Tourism Space Management II)
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Abstract

:
Tourism interpretation serves as a bridge and link between tourism resources and tourists. Through interpretation, visitors can be effectively conveyed knowledge about environmental education, local history, society and culture, etc. Despite extensive study on tourism interpretation, insufficient attention has been directed towards the medium of interpretation and the variances of interpretation effectiveness across different media. Using Yandang Mountain Global Geopark, Zhejiang Province, China, as a case study, the present study investigates the differences in pre- and post-interpretation and the interpretation effectiveness of different media on visitors’ perceived knowledge, attitudes, and behavioral intentions. A total of 600 questionnaires were distributed during two data collection periods, resulting in 554 valid responses. The results indicate that respondents that engaged in tourism interpretation related to environmental education demonstrated superior performance across all three dimensions compared to those who were not exposed to such interpretation. Additionally, the findings suggest that while the novelty of virtual reality may draw increased attention from tourists, the changes in perceived knowledge, attitudes, and behavioral intentions regarding the destination following VR exposure do not exceed those prompted by brochures and videos. The present study can enrich the research on the tourism interpretation of environmental education and offer references for managers to select appropriate media and provide good practices in geopark management.

1. Introduction

Heritage is the historical legacy after being sifted through the social value system and symbolizes the common culture, beliefs, and historical homeland of a country or community [1]. In contemporary society, tourism has become the main way to disseminate the value of heritage. Its effectiveness in communicating the cultural and political value of heritage is unparalleled and cannot be substituted by other audiovisual media [2]. Visiting cultural heritage sites can enhance tourists' historical and cultural knowledge and skills and even change their attitudes, views, and lifestyle choices regarding certain matters or issues [3,4]. And environmental education interpretation can actually be regarded as a part of heritage tourism. In heritage tourism, tourists not only come to appreciate historical relics and cultural landscapes but also are eager to deeply understand the meaning and value behind them. Environmental education interpretation precisely meets this need. By interpreting the environment of heritage sites, it helps tourists better understand the relationship between heritage and the environment, thus enriching the connotation of heritage tourism.
Environmental education interpretation integrates environmental knowledge with a variety of communication tools and facilities to draw attention to environmental issues and then appropriately guide people to take actions related to the environment [5]. As a process or activity of communication between people and the environment, environmental education interpretation aims to help people recognize the environment and understand their role in it [6]. Simultaneously, environmental education interpretation is also an information delivery service intended to inform visitors and make their visit enjoyable [7]. By explaining the intrinsic meanings represented by environmental phenomena, the interpretation satisfies the needs and curiosity of every tourist [8].
Environmental education interpretation is an important means for tourism to publicize and educate the public about resource protection [9]. Through the use of explanatory monuments, brochures, audio guides, promotional videos, and other interpretation media, environmental education interpretation not only enables tourists to fully appreciate the natural scenery and human landscape of the tourist destination but also allows them to better understand the important characteristics of the natural resources and biodiversity of the tourist destination. This form of interpretation arouses the tourists’ willingness to protect the ecological environment, which in turn prompts them to form a positive awareness of environmental protection and participate in environmental protection activities [10].
Acknowledging the significance of environmental education interpretation in fostering sustainable tourism development, numerous studies have initiated an examination of its effectiveness. Most of the existing studies measure the effectiveness of interpretation through specific assessment methods. For example, Cherem used the observation method to determine the distribution of tourists’ attention in the visited area, and Mengak et al. used the IPA primary-expressive analysis method to evaluate the environmental interpretation in the Misty Mountains National Park in the United States [11]. However, fewer studies have explored the connection between interpretation and the tourists themselves during tourism activities. For instance, pre-tour and post-tour follow-up tests were conducted on tourists to assess the impact of interpretation on their cognitive behavior [12]. Therefore, further research is warranted to determine whether tourists are receptive to interpretation and whether interpretation can change their perceived knowledge, attitude, and behavior.
In addition, it is important to note that the content of environmental education interpretation can be presented in different media to enable tourists to acquire environmental knowledge. For example, Nichols identified auditory communication devices as the best media tool in interpretation [10], while Kang et al. examined the positive effects of broadcast media in national parks on tourism experience and environmental management [13]. Phan analyzed the responses of tourists to environmental interpretation services in Vietnamese national parks and concluded that museum exhibitions and videos are very important forms of presentation [14]. Thus, people’s cognitive behaviors, encompassing perception, memory retention, and acquired knowledge, can be swayed by diverse sensory cues and experiences conveyed through various media, especially the three sensory cues of auditory, visual, and audiovisual, whose effects vary in different contexts. For example, Jacobson et al. pointed out through a comparison of different media that video is a successful form of interpretation that can have a significant impact on tourists in terms of knowledge enhancement and attitude change [15]. Comparative analyses by Huang et al. show that tourism interpretation that combines visual sensory cues (e.g., video and brochures) is more effective than that which does not (e.g., audio only) [16]. However, there is still not much research in tourism interpretation studies that examines visitors’ responses to interpretation through different media.
Information technology represented by virtual reality (VR) has penetrated into people’s lives, and its mature development also facilitates tourists’ participation in information interaction. Although new media and modern information technology have been widely used in the interpretation system, there is still no definite result regarding their effectiveness. Some scholars have conducted a comparison of the effectiveness of technology-oriented and traditional interpretive media, and the results show that the use of technology-oriented interpretive media is more effective than traditional interpretive media [12]. However, a comparison of studies by Weng et al. found that VR as a form of media may not be as influential as traditional forms of media [17]. Therefore, the application of VR technology in tourism interpretation still deserves further in-depth study.
To fill the above research gaps, the specific objectives of this study include two aspects: (1) to examine whether there are differences in tourists’ perceived knowledge, attitudes, and behavioral intention by using pre- and post-interpretation comparisons to test the effectiveness of environmental education interpretation; (2) to comparatively analyze the effects of tourists’ perceptions of three different dimensions of the interpretation media (brochures, videos, and VR) in terms of their perceived knowledge, attitudes, and behavioral intention. In this study, a global geopark in Wenzhou City, Zhejiang Province, China, was selected as the research site. The selection of Yandang Mountain as the case study is due to its unique geological features, efforts in environmental protection and sustainable tourism, and creative use of VR and modern technology.

2. Literature Review

2.1. Environmental Education Interpretation

Environmental education interpretation plays a vital role in promoting public awareness and understanding of resource conservation within natural scenic areas. It is defined as a method aimed at enriching the public’s comprehension and appreciation of natural and cultural resources, thereby instilling a sense of environmental stewardship through engaging experiences. This approach not only conveys the unique attributes of natural and cultural environments but also nurtures a proactive attitude towards environmental conservation [7,12]. Environmental education interpretation integrates educational, experiential, recreational, conservation, visitor management, and economic functions, making it a crucial and inevitable strategy for meeting public demand and achieving the objectives of environmental education and conservation efforts in protected areas [18,19,20].
Environmental education interpretation originated within the U.S. National Park Service system, stemming from the imperative to conserve and manage natural heritage while enhancing visitor experiences. Freeman Tilden, in his seminal work “Interpreting Our Heritage” [21], first defined environmental education interpretation as an educational activity aimed at elucidating the significance and interrelations of heritage using physical objects, hands-on experiences, and illustrative media, rather than mere factual information exchange [22]. Subsequent scholarly discourse built upon Tilden’s framework to explore the multifaceted role and importance of interpretation in natural attractions tourism. Brown proposed that environmental interpretation constitutes a complex array of deliberate exchanges, means, and facilities for communicating environmental knowledge [23]. Peart further delineated environmental interpretation as an activity within the realm of environmental education [24]. By the early 1990s, environmental education interpretation had matured, with researchers shifting focus towards its enduring impact on tourists’ perceptions and the sustainable development of tourism. Zhang highlighted the role of environmental education interpretation in promoting the sustainable development of ecotourism and proposed the establishment of an effective interpretation and education function system [10]. More recently, Zhang et al. delved into a qualitative analysis to explore the establishment of a meaningful interpretation system, offering suggestions for realizing sustainable tourism [11]. Thus, environmental education interpretation assumes a crucial role in managing and developing ecotourism destination attractions, serving as a key mechanism for achieving the goals of environmental education.

2.2. Effectiveness of Environmental Education Interpretation

Previous studies both domestically and internationally have acknowledged the pivotal role of environmental education interpretation in fostering sustainable tourism development, leading to a substantial body of research aimed at assessing its effectiveness [25]. Within these studies, two fundamental questions have been central: how to evaluate the efficacy of environmental education interpretation, and what variables are pertinent in this assessment? A comprehensive review of the existing literature reveals that tourists’ cognitive and behavioral responses to environmental education interpretations serve as primary metrics for gauging effectiveness. For instance, some scholars conducted empirical research on tourists in a coastal region of the UK, demonstrating that the effectiveness of environmental education interpretations has varying impacts on fostering responsible environmental behavior and addressing local conservation issues [26]. Zhong emphasized the significance of incorporating environmental resources into interpretation content, highlighting its role in stimulating tourists’ engagement in ecotourism and environmental protection behaviors [27]. Roberts et al. employed Kruger National Park in South Africa as a case study to investigate the relationship between interpretation media, tourists’ satisfaction, knowledge acquisition, attitudinal shifts, and behavioral intentions [28]. Their findings indicated that tourists’ acquired knowledge influences changes in their behavioral intentions, with attitudes mediating this relationship. Additionally, Huang et al. validated these findings across two World Natural Heritage sites, highlighting the efficacy of employing audio–visual combinations in tourism interpretations to more effectively evoke tourists’ perceptual knowledge, attitudes, and behavioral intentions [29]. Thus, by examining tourists’ responses to environmental education interpretation, three commonly utilized variables emerge for measuring its effectiveness: perceived knowledge, attitudes, and behavioral intentions. Perceived knowledge gauges participants’ comprehension of the tourist destination post-exposition, attitudes capture shifts in participants’ perspectives towards the destination, and behavioral intentions assess alterations in participants’ intentions following exposure to interpretation.
The second question pertains to the assessment of environmental education effectiveness. A synthesis of existing research indicates that scholars typically employ a pre- and post-comparison of tourism interpretation to gauge its efficacy. For instance, Madin et al., in their study on the effectiveness of environmental interpretation within the Great Barrier Reef Marine Park, surveyed tourists before and after exposure to interpretation programs, revealing a deepened understanding of coral reefs among tourists’ post-exposure [11]. Surya and Gyan conducted comparisons between groups with and without interpretation to analyze shifts in tourists’ attitudes and behaviors. Their findings illustrated that tour narration bolstered tourists’ attitudes and behavioral intentions [30]. Similarly, Lee and Moscardo scrutinized major ecotourism resorts in Australia, uncovering significant improvements in tourists’ environmental knowledge, attitudes, and behavioral intentions post-visit compared to pre-visit [31]. Drawing from these insights, the following hypothesis was proposed:
H1. 
Relative to pre-interpretation, tourists’ post-interpretation will exhibit a significant increase in perceived knowledge, attitude, and behavioral intention.

2.3. Interpretation Medium

Research has elucidated that each type of interpretive media possesses distinct strengths and weaknesses [17]. For instance, Nichols not only documented the efficacy of self-guided interpretive pathways in conveying natural history knowledge effectively but also identified listening as the most communicatively adept medium in interpretation. Previous studies conducted interviews at a heritage site, exploring reactions to interpretations presented in three distinct media formats: exhibitions, outdoor panels, and stereo-audio tours; results revealed variations in visitors’ interests and attention towards the interpretations across these formats [32]. In a similar study, Aidw and Bhksagh compared the effectiveness of various interpretation methods, including GPS-triggered multimedia, MP3-player audio, text-heavy pamphlets, and image-rich signs, within an Australian national park. Their findings suggested that GPS-triggered multimedia interpretations are more efficient and versatile compared to pamphlets and signs [33]. Huang et al. conducted a study encompassing two natural World Heritage sites, concluding that tourism narratives integrating visual sensory cues, such as video presentations and brochures, demonstrate greater effectiveness compared to narratives lacking visual elements, such as audio-only formats [29].
In addition, scholars in psychology and marketing have contended that various media formats stimulate distinct sensory cues and experiences, thereby influencing individuals’ cognitive processes, including their attention, perception, memory retention, and acquisition of knowledge [34,35,36]. For instance, Simmonds and her colleagues investigated individuals’ focus on audio–visual versus purely visual sensory cues presented in video advertisements. Their research revealed that various sensory cues evoke distinct forms of attention and memory retention [35]. Killian found that visitors perceived different amounts of musical information from audio, visual, and audio–visual performances, respectively [36]. Drawing from these insights, it can be posited that travelers may exhibit varying responses to narratives employing visual, auditory, and audiovisual cues. With the rapid advancement of information technology, coupled with shifts in travel behaviors and information consumption patterns, scholars have begun exploring the integration of virtual reality (VR) technology within the tourism domain. Weng et al. discovered that tourists’ intention to visit destinations depicted in VR advertisements was not higher than that evoked by traditional video advertisements, and in some cases, it was even lower, particularly for natural tourist destinations [17]. Despite the novelty of new technologies, their presentation often falls short of expectations, failing to fully meet tourists’ needs. For instance, some scholars questioned the realism and authenticity of utilizing virtual technology to enhance experiential engagement [32]. Based on the above background, the following hypothesis was proposed:
H2. 
Tourists exhibit variability in perceived knowledge, attitudes, and behavioral intentions towards different forms of interpretive media (e.g., brochure, video, VR).
The conceptual framework of this study is illustrated in Figure 1.

3. Methods

3.1. Yandang Mountain: Brief Introduction

Yandang Mountain was selected as the research case. It lies in Wenzhou City, Zhejiang Province, China (see Figure 2). Its summit is 1057 meters above sea level, and it covers an area of 450 square kilometers with a forest coverage percentage of over 96%. Divided into eight attractive locations, the humanistic landscape is not only abundant in scenic resources but also incredibly unique. Yandang Mountain has provided important protection for natural and humanistic landscapes according to their status, scientific value, overall environmental value, and distribution of geological relics. The rhyolite geomorphology of the volcanic rock belt bordering Asia is exemplified by the Yandang Mountain Scenic Area. The hieroglyphic rocks, a masterpiece that attracts many tourists from both domestic and foreign regions, are very rich in aesthetic attractiveness due to their complicated rock structure and significant diversity.
The data on visitor arrivals and ticket revenue for the last five years are shown in Figure 3. It can be found that the total visitor arrivals in 2023 were 12.03 million and the ticket revenue was CNY 108.80 million.

3.2. Research Design

In order to compare the differences in the effectiveness of brochures, video, and VR on environmental education, all of the material used in the interpretive media was selected from the official website of Yandang Mountain. Several criteria were adhered to in the design to mitigate potential confounding variables in the study. Firstly, the brochures consisted of four images at the top and text at the bottom. Secondly, the text material in the brochure was consistent with the voices and subtitles of the VR and video interpretations. Lastly, both the VR and the video interpretations had the same runtime, between 180 and 185 s.
The questionnaire in this article comprises two sections: variable measurement and demographic information. Measurement items for all variables in this article are derived from established scales in the prior literature. The measurement of tourists’ perceived knowledge primarily draws from the research of Weiler and Smith and Kuo, consisting of four items [7,30]. Attitude measurement primarily references the studies of Powell and Ham and Kim, comprising 4 items. Behavioral intention measurement is mainly drawn from Powell and Ham, Kim, and Huang, featuring 4 questions [19,21,37]. All measurements employ a 5-point Likert scale, with responses ranging from 1 to 5, where “1” indicates “strongly disagree” and “5” indicates “strongly agree”.
The scales utilized in this study were subjected to a round-trip translation procedure to guarantee correctness and cultural relevance. Initially, the scales were translated from English into Chinese. Subsequently, scholars proficient in both English and Chinese within the same field were engaged to translate the questionnaires back into English. The questions were modified with particular contextual nuance through roundtable discussions and continuous adjustments. Following a pilot survey, further refinements were made to the wording of the questions to better suit the study’s requirements, resulting in the final version of the Chinese questionnaire utilized for the formal study.

3.3. Data Collection and Analysis

Two phases comprised the data collection process. First, a questionnaire survey from StudyⅠwas given to research participants in order to gauge their perceptions of Yandang Mountain Global Geopark’s environmental knowledge in the absence of interpretation. Second, the environmental knowledge was interpreted to different participants in StudyⅡusing three distinct media, and they were then requested to fill out a questionnaire. The purpose was twofold, on the one hand, to compare the differences in potential tourists’ perceptions of environmental education before and after the interpretation, and on the other hand, to compare the differences in the interpretation effectiveness between the different media.
Data collection for StudyⅠwas completed from December 12th to 25th, 2022, through the online Sojump platform. To ensure that the research objectives were not influenced by prior travel experiences, the sample for this study comprised potential tourists who had never visited Yandang Mountain. To facilitate this, a multiple-choice question was included in the electronic version of the questionnaire: “Have you ever visited Yandang Mountain?” If “Yes” was selected, respondents were directed to skip the subsequent questions. During the questionnaire collection process, participants were provided with a brief and easily understandable introduction to Yandang Mountain, along with basic instructions and guidelines for completing the questionnaire. A total of 320 questionnaires were distributed for the study. After excluding questionnaires with insufficient completion time or incomplete responses, 312 valid questionnaires remained, resulting in an effective response rate of 97.5%.
The formal data collection for StudyⅡutilized a combination of online and offline methods. To compare the effects of different media, brochures, videos, and VR, three distinct methods were selected for investigation. The sampling criteria remained consistent with those of StudyⅠ. Data collection took place from 12 December 2022 to 15 January 2023. For the brochure, data collection was conducted online, primarily through the Sojump platform. A total of 100 questionnaires were distributed, resulting in 81 valid responses, yielding an effective rate of 81%. Regarding the video, data collection was conducted both online and offline. Online research was primarily administered through the Sojump platform, while offline research involved identifying qualified research subjects and obtaining their consent. Offline questionnaires were administered under the supervision of the researchers to ensure data validity. A total of 90 questionnaires were distributed, with 60 completed online and 30 offline. Among these, 81 questionnaires were deemed valid, with a validity rate of 90%. The VR research primarily employed offline methods. A total of 90 questionnaires were distributed, with 80 deemed valid, resulting in an effective rate of 88.9%. Overall, a total of 280 questionnaires were distributed for StudyⅡ. After excluding incomplete responses, 242 valid questionnaires were retained, resulting in an effective rate of 86.4%.
In conclusion, a total of 600 questionnaires were distributed over the two periods of data collection, and 554 valid questionnaires remained. The overall effectiveness rate is 92.3%. The data were analyzed by SPSS 27.0 and AMOS 24.0. Reliability, validity, confirmatory factor analysis, and MANOVA tests were conducted to evaluate the hypotheses. The questionnaire design, data collection, and analysis procedure are presented in Figure 4.

4. Results

4.1. Sample Profile

Table 1 presents descriptive information on the sample. It is noteworthy that out of the 554 respondents, 48.6% (n = 269) were male, while 51.4% (n = 285) were female, indicating a roughly equal distribution between genders. Half of the respondents (50.6%, n = 280) fell within the age range of 18 to 35. Regarding educational background, over half of the respondents (57.4%, n = 318) possessed a bachelor’s degree or higher. Furthermore, 29.3% of respondents (n = 162) were either enterprise employees, self-employed, or owners. Additionally, 64.4% of respondents reported earning more than CNY 3000 (approximately USD 470) per month.

4.2. Measurement Model Testing

4.2.1. Reliability Test and Confirmatory Factor Analysis

The main objective of a reliability analysis is to assess whether a measurement scale maintains its internal consistency. Typically, a Cronbach’s alpha coefficient value greater than 0.7 indicates satisfactory reliability of the scale [38]. According to the analysis results, the Cronbach’s alpha coefficient of the scale is 0.891. Specifically, the Cronbach’s alpha coefficients for perceived knowledge, attitudes, and behavioral intention are 0.938, 0.953, and 0.881, respectively (Table 2), suggesting that the measurement of variables demonstrates good reliability.
Additionally, a confirmatory factor analysis (CFA) was employed to assess the measurement model. Table 3 presents the indices of satisfactory model fit based on predetermined cutoff thresholds (χ2/df = 1.821, IFI = 0.971, CFI = 0.970, NFI = 0.937, TLI = 0.951, RMSEA = 0.073, SRMR = 0.025), indicating that the econometric model fits the data well.

4.2.2. Validity Test

Validity tests typically include assessments of convergent validity and discriminant validity. Convergent validity refers to the extent to which different aspects of a single variable are interrelated [14]. Following the guidelines by Hair et al., factor loadings greater than 0.5 and statistically significant p values are considered indicative of convergent validity [39]. As presented in Table 3, all factor loadings exceed 0.6, with Average Variance Extracted (AVE) and Composite Reliability (CR) both surpassing 0.6 and 0.8, respectively [40], suggesting that the latent variables demonstrate high convergent validity.
Discriminant validity, on the other hand, pertains to the ability to distinguish between different variables [40]. According to Hu and Bentler, discriminant validity is established when the square root of AVE is greater than the correlation coefficient between the variable and other variables [41,42]. As depicted in Table 3, the correlation coefficients among variables range from 0.051 to 0.184. Given that the square root of the AVE for each variable exceeds its correlation coefficient with other factors, it suggests strong discriminant validity for the variables.

4.3. Testing Results

4.3.1. Effectiveness of Interpretations

Subjects demonstrated elevated levels of perceived knowledge, attitudes, and behavioral intentions following exposure to the interpretations (Table 4). An analysis of variance (ANOVA) was conducted to ascertain significant differences between pre- and post-interpretation scores on the three composite measures. Overall, significant differences were observed between pre- and post-interpretation composite scores. Specifically, a one-way ANOVA revealed significant disparities in respondents’ perceived knowledge (F = 9.966, p < 0.001, Mpre- = 2.982, Mpost- = 3.991), attitudes (F = 12.464, p < 0.001, Mpre- = 3.971, Mpost- = 4.065), and behavioral intentions (F = 12.214, p < 0.001, Mpre- = 3.777, Mpost- = 3.909) between pre- and post-exposure to the interpretations. These findings suggest that perceived knowledge, attitudes, and behavioral intentions were notably enhanced following exposure to the interpretations (Figure 5). Therefore, Hypothesis 1 is supported.

4.3.2. Main Effects of the Interpretive Medium

This study employed three interpretive media and conducted a post hoc analysis to further ascertain differences among the three interpretive media regarding perceived knowledge, attitudes, and behavioral intention. The results of the post hoc analysis are presented in Table 5. The findings indicate that respondents’ responses to brochures and video are comparable. Video interpretations exhibit superiority over brochures to some extent, yet both are significantly superior to VR interpretations. Consequently, it can be concluded that VR is the least effective interpretation medium in tourism interpretation (Figure 6). Thus, it can be concluded that hypothesis 2 is established.

5. Discussion

5.1. Theoretical Implications

This study makes significant contributions to the existing body of knowledge in several ways. First, it represents one of the first attempts to apply virtual reality (VR) technology into the field of tourism interpretation. While prior research predominantly focuses on the impact of conventional tourism interpretation media, there exists a notable dearth in investigations concerning the integration of VR, a cutting-edge technology, into environmental education. The innovative utilization of virtual reality offers travelers an immersive, multi-dimensional experience, fostering a sense of presence within the depicted environments. Prior scholarly works, exemplified by the studies of Dale and Bailey, underscored the persuasive potential of VR technology in conveying environmental messages, thereby influencing tourists’ attitudes and behaviors towards the environment [43,44]. In tourism marketing studies, experts promote the extensive use of virtual reality to create and communicate unique destination pictures to a worldwide audience effectively. Nevertheless, limited research has investigated the interpretation effectiveness of virtual reality as narrative media. The present study closed this research gap and found that the interpretation effectiveness of VR on environmental education is not as effective as brochures or video. This finding is consistent with the results of Weng et al. [17].
Second, this study undertook a comparative analysis of the effectiveness of 1D, 2D, and 3D interpretive media within the context of environmental education [45]. The extensive body of literature regarding the impacts of tourism interpretation predominantly contrasts the effects of one-dimensional formats (e.g., brochures, audio) with those of two-dimensional formats (e.g., video) [46,47], while very few studies investigate the effects of three-dimensional media (e.g., VR). This study advances research in this domain by evaluating the effectiveness of VR, video, and brochures. The findings indicate that although the novelty of virtual reality may attract greater attention from visitors, the changes in perceived knowledge, attitudes, and behavioral intentions toward the destination after viewing VR do not surpass those elicited by traditional media [48]. The progression of the interpretive medium from one dimension to two dimensions and then to three dimensions might enhance the examination of tourism interpretation and establish a robust foundation for future interpretive research and experimental methodologies in tourism.
Third, this study further clarifies and validates the measurement variables of tourism interpretation research on environmental education in terms of perceived knowledge, attitudes, and behavioral intention. Tourism interpretation is an area of focus for existing research, yet there is a lack of consistency in the variables used to measure the effectiveness of interpretation [21,49,50,51]. This study examined the current literature and drew on emotion–cognitive appraisal theory to select three commonly used variables, perceived knowledge, attitude, and behavioral intention. Focusing on the impacts of pre- and post-interpretation within a tourism context, particular emphasis is placed on variations in pre- and post-interpretation effects and discrepancies in interpretation effects across different media. The results demonstrate that after exposure to interpretation, visitors show considerable enhancements in perceived knowledge, attitudes, and behavioral intentions relative to the pre-interpretation phase. Moreover, among the different interpretation media, two-dimensional interpretation (i.e., video) emerges as the most influential. This analysis enriches the theoretical framework of the study and provides innovative insights for research in environmental education interpretation.

5.2. Practical Implications

This study has important practical implications for the management of tourist destinations and the selection of interpretive media. First, managers of tourist destinations must be clear that “appropriate and effective ads format” does not necessarily have to be the newest, most fascinating, most high tech, or coolest media format. Currently, virtual reality technology is progressively utilized in multiple facets of tourism, including hotel previews, destination marketing, and tour narration, with the aim of generating greater interest and attracting more travelers, while also presenting additional opportunities for tour operators and destinations [52], whereas the results of this study found that tourists may not experience as much change in their perceptual knowledge, attitudes, and behavioral intentions after experiencing a VR interpretation of a tourist destination as they do with traditional media. Especially for tourists of different age groups, there may be differences in the acceptance of VR tourism interpretation. Younger tourists are often more receptive as they are tech-savvy. Older tourists might be hesitant due to unfamiliarity and potential discomfort. Understanding these differences is crucial for tourism managers to design diverse interpretation methods. In addition, the cost of producing VR videos is much higher than brochures and video. Therefore, destination managers need to make the most informed decisions, taking into account media effectiveness and budget.
Second, managers of tourism destinations should strengthen the interpretation of local history and culture, ecological and environmental protection, and civilized tourism behaviors. The results of this study show that tourism interpretation is an effective means of influencing tourists to improve their knowledge of information related to tourism destinations and to influence and change their attitude and behavior [53]. Therefore, the design of interpretation materials should strengthen the excavation of history, culture, environmental protection, and other contents, which will further influence tourists’ perception of tourist destinations, prompt them to take more responsible environmental responsibility behavior, and ultimately promote the sustainable development of tourism destinations.
Third, tourism destination managers should make comprehensive use of tourism interpretation media according to the diversified and personalized needs of tourists, and promote the intelligent development of tourism in an appropriate manner [54]. Interpretative services should primarily augment the utility and accessibility of the media, enhancing its role as a communication channel for disseminating knowledge and behavioral norms to the public, and guiding public attitudes and behaviors. For example, multimedia display equipment, such as touch screens and projectors, can be set up in scenic spots to play videos, pictures, animations, etc., about the local culture and ecological environment [55]. In addition, manual interpretation is indeed a significant method of environmental education. Managers must enhance the professional training of tour guide interpreters, encompassing historical and cultural understanding, linguistic proficiency, and service awareness, to elevate their professional competence and overall quality [56]. Understanding the strategies and problems in geotourism interpretation is crucial for the development of the field. Appropriate translation and interpretation models for geopark data are important, which is relevant to the discussion on enhancing tourism interpretation media and tour guide interpreter training [57].

6. Conclusions

This study investigated the impact of tourism interpretation about environmental education on tourists’ perceived knowledge, attitudes, and behavioral intentions, as well as the distinctions among various interpretation media (1D—brochure, 2D—video, and 3D—VR), utilizing Yandang Mountain World Geopark as a case study. The findings indicate that the incorporation of environmental education interpretation significantly enhances tourists’ perceived knowledge, attitudes, and behavioral intentions. Respondents acquired prospective information regarding Yandang Mountain World Geopark following the tourism interpretation, suggesting that the knowledge obtained from the interpretation was integrated into the tourists’ pre-existing knowledge. Moreover, notable disparities existed in the respondents’ perceived knowledge, attitudes, and behavioral intentions across the three distinct media of tourism interpretation. The results of the study brochures and videos are more effective than VR interpretation, and VR, as a novel technology, is much less effective than the traditional interpretation media. Hopefully, it will serve as a cornerstone for future research in this area and inspire even more meaningful studies.
The present study also exhibits certain limitations. Firstly, the selection of only one case site may limit the generalizability of the findings. Similar studies are encouraged to be carried out in other case sites in the future to evaluate and validate the conclusions of this research. Secondly, employing the VR Box as the output device, dependent on mobile devices for display, imposes limitations because of the restricted processing power and immersive capabilities of mobile technology. Future studies may investigate the viability of utilizing advanced technology equipment, such as augmented reality glasses, to provide enhanced, immersive 3D content. Thirdly, this study did not explicitly account for changes in technological acceptance among different age groups. Future research should perform comparison analyses across different age groups (e.g., Millennials, Baby Boomers) to clarify the varying effects of different interpretive media on perceived knowledge, attitudes, and behavioral intentions. Lastly, this study had a relatively large student sample. Future research could increase the proportion of middle-aged and older age groups and thus cross-test the results of this study. By recognizing and resolving these limitations, subsequent research can further refine and enhance the insights obtained from this study, ultimately advancing the domains of tourism interpretation and environmental education.

Author Contributions

Conceptualization, S.Z. and L.W.; methodology, L.Z.; software, S.Z.; validation, X.G. and L.Z.; formal analysis, L.W.; investigation, S.Z.; resources, X.G.; data curation, L.W.; writing—original draft preparation, S.Z., L.W. and L.Z.; writing—review and editing, S.Z. and L.W.; visualization, S.Z.; supervision, L.Z.; project administration, S.Z.; funding acquisition, L.Z. All authors have read and agreed to the published version of the manuscript.

Funding

This research was funded by the National Social Science Fund of China under Grant 21CH197, the China Postdoctoral Science Foundation [2023M731716], and the General project of the China Resources & Environment and Development Academy [070-803165].

Data Availability Statement

Data available on request.

Acknowledgments

The authors would like to acknowledge the helpful support received from the respondents in the field data collection.

Conflicts of Interest

Author Xiuyu Gu was employed by the company Yandang Mountain Scenic Area Tourism Administration Committee. The remaining authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

References

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Land 13 02005 g001
Figure 1. The conceptual framework of this study.
Figure 1. The conceptual framework of this study.
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Figure 2. Location of Yandang Mountain in Zhejiang Province, China.
Figure 2. Location of Yandang Mountain in Zhejiang Province, China.
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Figure 3. Annual visitor arrivals and annual ticket revenue in Yandang Mountain. Source: Webpage of the Yandang Mountain Tourism Management Committee.
Figure 3. Annual visitor arrivals and annual ticket revenue in Yandang Mountain. Source: Webpage of the Yandang Mountain Tourism Management Committee.
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Figure 4. Questionnaire design, data collection, and analysis procedure.
Figure 4. Questionnaire design, data collection, and analysis procedure.
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Figure 5. Questionnaire design, data collection, and analysis procedure.
Figure 5. Questionnaire design, data collection, and analysis procedure.
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Figure 6. Main effect of interpretation format on visitors’ responses.
Figure 6. Main effect of interpretation format on visitors’ responses.
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Table 1. Socio-demographic information of the study sample.
Table 1. Socio-demographic information of the study sample.
Frequency (n = 554)Percentage (%)
GenderMale26948.6
Female28551.4
Age18 to 22 years11520.8
23 to 35 years16529.8
36 to 45 years13023.5
46 to 55 years8715.6
56 to 65 years336.0
Over 65 years244.3
EducationHigh school or below14626.4
Associate degree9016.2
Bachelor’s degree18633.6
Master’s degree or above13223.8
OccupationEnterprise employee7713.9
Self-employed or owner8515.3
Student16229.2
Government official6211.2
Professional, teacher or technical6211.2
Other10619.2
Personal monthly
income (CNY)		Less than 300019735.6
3001–45006111.0
4501–60008114.6
6001–75009717.5
7501–10,0006511.7
10,001–15,000346.1
More than 15,000193.5
Table 2. Reliability and confirmatory factor analysis results.
Table 2. Reliability and confirmatory factor analysis results.
Dependent VariablesMean
(SD)		Factor
Loading		CRAVECronbach’s α
Perceived knowledge 0.9440.8070.938
The information of Yandang Mountain has been conveyed to me effectively3.61 (0.607)0.913
I gained knowledge of the environmental sustainability of Yandang Mountain3.45 (0.626)0.912
This interpretation increased my understanding of the environmental sustainability of Yandang Mountain3.48 (0.635)0.930
This interpretation increased my interest in the information about the environmental sustainability of Yandang Mountain3.43 (0.608)0.836
Attitudes 0.9380.7900.953
I have great respect for the landscapes of
Yandang Mountain		4.11 (0.493)0.852
The interpretation helped me reinforce the idea that national parks are special places requiring special behaviors4.02 (0.519)0.915
This interpretation made me value the importance of environmental protection seriously4.15 (0.488)0.896
It is very important to protect the environment for sustainable tourism development4.12 (0.535)0.891
Behavioral intention 0.8660.6200.881
I will tell others the importance of the geological
landscape of Yandang Mountain		3.70 (0.533)0.714
I will take actions not to destroy the ecological
environment of Yandang Mountain in the future		4.14 (0.478)0.859
I intend to become involved in volunteer work3.62 (0.482)0.682
I intend to adopt more responsible behavior4.02 (0.501)0.875
Note: Model fit indices: χ2/df = 1.821, IFI = 0.971, CFI = 0.970, NFI = 0.937, TLI = 0.951, RMSEA = 0.073, SRMR = 0.025. All the factor loads are greater than 0.5, and the p values are significant (p < 0.001).
Table 3. Discriminant validity.
Table 3. Discriminant validity.
VariablesEducationEntertainmentAesthetics
Perceived knowledge0.807
Attitudes0.063 *0.790
Behavioral intention0.051 *0.184 ***0.620
Note: * <0.05, *** <0.001.
Table 4. Mean composite scores for pre-interpretation and post-interpretation respondent groups.
Table 4. Mean composite scores for pre-interpretation and post-interpretation respondent groups.
Pre-InterpretationPost-Interpretation
Perceived knowledge
Mean2.9823.991
SE0.9400.258
P0.0000.000
Attitudes
Mean3.9714.065
SE0.7020.247
P0.0000.000
Behavioral intention
Mean3.7773.909
SE0.6600.254
P0.0000.000
Note: Possible scores on each of the composites ranged from one, indicating less demonstrated knowledge or understanding of a composite measure topic, to five, indicating greater demonstrated knowledge or understanding in these areas.
Table 5. Bonferroni comparison of three interpretation media.
Table 5. Bonferroni comparison of three interpretation media.
Dependent Variables Brochure vs. VideoBrochure vs. VRVideo vs. VR
Perceived knowledgeMean Diff.−0.253 *0.1500.403 *
SE0.5760.6200.558
Sig.0.0000.0330.000
AttitudesMean Diff.−0.0810.216 *0.297 *
SE0.6250.5910.529
Sig.0.2480.0020.000
Behavioral intentionMean Diff.−0.0410.269 *0.309 *
SE0.5740.6340.530
Sig.0.5290.0000.000
Note: * < 0.017. The bold parts represent significant effects.
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Zheng, S.; Zhu, L.; Weng, L.; Gu, X. The More Advanced, the Better? A Comparative Analysis of Interpretation Effectiveness of Different Media on Environmental Education in a Global Geopark. Land 2024, 13, 2005. https://doi.org/10.3390/land13122005

AMA Style

Zheng S, Zhu L, Weng L, Gu X. The More Advanced, the Better? A Comparative Analysis of Interpretation Effectiveness of Different Media on Environmental Education in a Global Geopark. Land. 2024; 13(12):2005. https://doi.org/10.3390/land13122005

Chicago/Turabian Style

Zheng, Shuhui, Liqun Zhu, Lisheng Weng, and Xiuyu Gu. 2024. "The More Advanced, the Better? A Comparative Analysis of Interpretation Effectiveness of Different Media on Environmental Education in a Global Geopark" Land 13, no. 12: 2005. https://doi.org/10.3390/land13122005

APA Style

Zheng, S., Zhu, L., Weng, L., & Gu, X. (2024). The More Advanced, the Better? A Comparative Analysis of Interpretation Effectiveness of Different Media on Environmental Education in a Global Geopark. Land, 13(12), 2005. https://doi.org/10.3390/land13122005

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