Deaf and hard-of-hearing users' prioritization of genres of online video content requiring accurate captions

Berke, Larwan; Seita, Matthew; Huenerfauth, Matt

doi:10.1145/3371300.3383337

Cited by 17 publications

(4 citation statements)

References 45 publications

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“…Even when captions exist, many are erroneous as they are auto-generated from automatic speech recognition algorithms [13]. It is not unusual for these algorithms to miss some words due to noise and to recognize the incorrect word when generating captions [12,35]. Human efforts are needed to correct those errors however video content creators were frequently unwilling or unable to do so [40,47].…”

Section: Related Work 21 Challenges Faced By Dhh Students In Video-ba...mentioning

confidence: 99%

Towards Inclusive Video Commenting: Introducing Signmaku for the Deaf and Hard-of-Hearing

Chen,

Cheng,

Situ

et al. 2024

Proceedings of the CHI Conference on Human Factors in Computing Systems

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Previous research underscored the potential of danmaku-a textbased commenting feature on videos-in engaging hearing audiences. Yet, for many Deaf and hard-of-hearing (DHH) individuals, American Sign Language (ASL) takes precedence over English. To improve inclusivity, we introduce "Signmaku, " a new commenting mechanism that uses ASL, serving as a sign language counterpart to danmaku. Through a need-finding study (N=12) and a withinsubject experiment (N=20), we evaluated three design styles: real human faces, cartoon-like figures, and robotic representations. The results showed that cartoon-like signmaku not only entertained but also encouraged participants to create and share ASL comments, with fewer privacy concerns compared to the other designs. Conversely, the robotic representations faced challenges in accurately depicting hand movements and facial expressions, resulting in higher cognitive demands on users. Signmaku featuring real human faces elicited the lowest cognitive load and was the most comprehensible among all three types. Our findings offered novel design implications for leveraging generative AI to create signmaku comments, enriching co-learning experiences for DHH individuals.

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Section: Related Work 21 Challenges Faced By Dhh Students In Video-ba...mentioning

confidence: 99%

Towards Inclusive Video Commenting: Introducing Signmaku for the Deaf and Hard-of-Hearing

Chen,

Cheng,

Situ

et al. 2024

Proceedings of the CHI Conference on Human Factors in Computing Systems

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“…In order to further understand the importance of reading in the context of work, the survey asked participants to rate how often they read to learn about technical topics at work, as well as how often they watched videos for the same purpose. The rationale for including this question about watching videos is the increasing prevalence of online viewership [13], as well as using this set of two questions to help further quantify the amount of reading these users engage in (by comparing it to frequency responses they provide for some other activity, namely watching videos). Both of these questions were on the same 5-point scale used for the general reading frequency above, going from rarely to daily.…”

Section: Learning For Workmentioning

confidence: 99%

Reading-Assistance Tools Among Deaf and Hard-of-Hearing Computing Professionals in the U.S.: Their Reading Experiences, Interests and Perceptions of Social Accessibility

Alonzo

Elliot

Dingman

et al. 2022

ACM Trans. Access. Comput.

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Automatic Text Simplification (ATS) software aims to automatically rewrite complex text to make it simpler to read. Prior research has explored the use of ATS as a reading assistance technology, identifying benefits from providing these technologies to different groups of users, including Deaf and Hard-of-hearing (DHH) adults. However, little work has investigated the interests and requirements of specific groups of potential users of this technology. Considering prior work establishing that computing professionals often need to read about new technologies in order to stay current in their profession, in this study, we investigated the reading experiences and interests of DHH individuals with work experience in the computing industry in ATS-based reading assistance tools, as well as their perspective on the social accessibility of those tools. Through a survey and two sets of interviews, we found that these users read relatively often, especially in support of their work, and were interested in tools to assist them with complicated texts; but misperceptions arising from public use of these tools may conflict with participants’ desired image in a professional context. This empirical contribution motivates further research into ATS-based reading assistance tools for these users, prioritizing which reading activities users are most interested in seeing application of this technology, and highlighting design considerations for creating ATS tools for DHH adults, including considerations for social accessibility.

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“…The reason for selecting thematic analysis was to enable the researcher to identify themes in the study that could help interpreting interviews and derive meanings. Various prior studies conducted on deaf and hard of hearing have found this method to be adequate [62,63].…”

Section: Study Approachmentioning

confidence: 99%

I Cannot See You—The Perspectives of Deaf Students to Online Learning during COVID-19 Pandemic: Saudi Arabia Case Study

Aljedaani

AlOmar

et al. 2021

Education Sciences

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The COVID-19 pandemic brought about many challenges to course delivery methods, which have forced institutions to rapidly change and adopt innovative approaches to provide remote instruction as effectively as possible. Creating and preparing content that ensures the success of all students, including those who are deaf and hard-of-hearing has certainly been an all-around challenge. This study aims to investigate the e-learning experiences of deaf students, focusing on the college of the Technical and Vocational Training Corporation (TVTC) in the Kingdom of Saudi Arabia (KSA). Particularly, we study the challenges and concerns faced by deaf students during the sudden shift to online learning. We used a mixed-methods approach by conducting a survey as well as interviews to obtain the information we needed. Our study delivers several important findings. Our results report problems with internet access, inadequate support, inaccessibility of content from learning systems, among other issues. Considering our findings, we argue that institutions should consider a procedure to create more accessible technology that is adaptable during the pandemic to serve individuals with diverse needs.

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Deaf and hard-of-hearing users' prioritization of genres of online video content requiring accurate captions

Cited by 17 publications

References 45 publications

Towards Inclusive Video Commenting: Introducing Signmaku for the Deaf and Hard-of-Hearing

Towards Inclusive Video Commenting: Introducing Signmaku for the Deaf and Hard-of-Hearing

Reading-Assistance Tools Among Deaf and Hard-of-Hearing Computing Professionals in the U.S.: Their Reading Experiences, Interests and Perceptions of Social Accessibility

I Cannot See You—The Perspectives of Deaf Students to Online Learning during COVID-19 Pandemic: Saudi Arabia Case Study

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