Supported eText in Captioned Videos: A Comparison of Expanded versus Standard Captions on Student Comprehension of Educational Content

Anderson‐Inman, Lynne; Terrazas-Arellanes, Fatima E.

doi:10.1177/016264340902400303

Cited by 15 publications

(17 citation statements)

References 9 publications

(15 reference statements)

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“…Standard verbatim captions are as effective as more detailed or elaborated captions (Anderson-Inman, Terrazas-Arellanes, & Slabin, 2009; Murphy-Berman & Jorgensen, 1980). …”

Section: Introductionmentioning

confidence: 99%

“…Eye-movement studies document that captions are read easily (d’Ydewalle & de Bruycker, 2007), attended to effortlessly (d’Ydewalle, Praet, Verfaillie, & van Rensbergen, 1991), and integrated smoothly with the soundtrack of the video (d’Ydewalle & Gielen, 1992). Standard verbatim captions are as effective as more detailed or elaborated captions (Anderson-Inman, Terrazas-Arellanes, & Slabin, 2009; Murphy-Berman & Jorgensen, 1980).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Video Captions Benefit Everyone

Gernsbacher

2015

Policy Insights from the Behavioral and Brain Sciences

104

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Video captions, also known as same-language subtitles, benefit everyone who watches videos (children, adolescents, college students, and adults). More than 100 empirical studies document that captioning a video improves comprehension of, attention to, and memory for the video. Captions are particularly beneficial for persons watching videos in their non-native language, for children and adults learning to read, and for persons who are D/deaf or hard of hearing. However, despite U.S. laws, which require captioning in most workplace and educational contexts, many video audiences and video creators are naïve about the legal mandate to caption, much less the empirical benefit of captions.

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“…Standard verbatim captions are as effective as more detailed or elaborated captions (Anderson-Inman, Terrazas-Arellanes, & Slabin, 2009; Murphy-Berman & Jorgensen, 1980). …”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Video Captions Benefit Everyone

Gernsbacher

2015

Policy Insights from the Behavioral and Brain Sciences

104

View full text Add to dashboard Cite

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“…The interventions used were computer-based applications, captioning, or a combination. Students with hearing loss tended to comprehend lecture material better when provided with captions and other visual cues as opposed to when the lectures were presented only verbally (Anderson-Inman, Terrazas-Arellanes, & Slabin, 2009;Cambra, Silvestre, & Leal, 2008Lewis & Jackson, 2001;Szarkowska et al, 2011;Ward et al, 2007). These findings align with those studies focused on comprehension for reading and mathematics.…”

Section: Related Researchsupporting

confidence: 70%

Technology Use by Teachers of Deaf and Hard-of-Hearing Students

Zirzow¹

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This nationwide study explored the types and frequency of technology used by teachers of deaf and hard-of-hearing (d/hh) students to design and deliver instruction, as well as the types and frequency of technology being used by teachers of d/hh students to promote communication and collaboration. It also examined the extent of professional development in the area of technology use with d/hh students, and the related challenges experienced by these teachers. The following research questions guided this study. Research question 1. What kinds of technology do teachers of d/hh students use to design and deliver academic content-based learning activities? With what frequency are these technologies being used by teachers of d/hh students? Research question 1a. Is there a relationship between the self-reported amount and/or kinds of technology used by teachers of d/hh students to design and deliver academic content-based learning activities and their job position? Research question 1b. Is there a relationship between the self-reported amount and/or kinds of technology used by teachers of d/hh students to design and deliver academic content-based learning activities and their use of technology for obtaining additional training? Research question 2. What kinds of technology do teachers of d/hh students use to promote student communication and collaboration for learning? With what frequency are these technologies being used by teachers of d/hh students? Research question 2a. Is there a relationship between the self-reported amount and/or kinds of technology used by teachers of d/hh students to promote student communication and collaboration for learning and their job position? Research question 2b. Is there a relationship between the self-reported amount and/or kinds of technology used by teachers of d/hh students for student communication and collaboration and their use of technology for obtaining additional training? Research question 3. Is there a relationship between the self-reported use of technology by teachers of d/hh students for additional training and their job position? Research question 3a. Is there a relationship between the self-reported use of technology by teachers of d/hh students for additional training and how often their employer provides professional development in the use of instructional technology for use with deaf/hard-of-hearing students? Research question 4. Is there a relationship between the self-reported amount and/or kinds of challenges experienced by teachers of d/hh students and their job position? Despite being half way around the world, and multiple changes to my committee, she helped keep me focused and grounded throughout the dissertation process. I would like to also thank Dr. D.J. Hendricks and Dr. A. Hollo for thier willingness to join my committee in the eleventh hour and help guide me through the statistical analysis and further refining the document. Thank you to my family and friends for their patience and unwavering faith in my success. Lastly, I would like to thank my amazing ...

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“…Across all measures, participants demonstrated significantly improved speech recognition scores using CC as compared to conditions without benefit CC [9]. Several other studies demonstrate the same effect, video with audio and with captions have shown to yield highest levels of comprehension, both for deaf children and for hearing children [10][11][12]. Studies have also evaluated different parameters of captioning for example, rate of caption delivery [6] edited vs. live captioning [13] effect of caption rate and text reduction [14] but very few studies have investigated the benefits of closed captioning among hearing aid users especially in Indian Population.…”

Section: Introductionmentioning

confidence: 55%

The Effect of Captioning in Understanding Televised Speech in Geriatric Hearing Aid Users

Sharma¹,

Rao²

2017

J Gerontol Geriatr Res

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The present study aims to evaluate combined use of captioning and hearing aids and captions in hearing aid users. 60 subjects participated in the study. They were divided into two groups of Group A (Young adults) of 20-45 y and Group-B (Older adults) of 50-85 years. Two types of stimuli were created. Sentence stimuli (S1) and Context Stimulus (S2). S1 consisted of sentences with and without captions each with two score able words. S2 consisted of four video-clips for two minutes duration each, with and without captions. The participants were shown the stimulus in four viewing conditions 1) Baseline 2) With hearing aids 3) With captions and no hearing aids 4) with captions and hearing aids. They were required to answer 10 comprehension questions after each presentation. The results showed significant improvement in scores during combined use of captioning and hearing aids with scores of 75% and 92% in S1 and S2 in adults Group A and scores of 73% and 91% in group B IN s1 and S2 respectively. No significant difference was found between the scores in condition with hearing aid vs. without hearing aid and young adult vs. Older adults. additionally, it was found that the frequency distribution of participants on results of questionnaires was different across the two groups indicating that the young adults and older adults differ in their television viewing habits' and also that the subjective perception the hearing aid benefit is different in two populations. Thus, concluding that captioning helps in improving the understanding of televised content in Hearing aid users.

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Supported eText in Captioned Videos: A Comparison of Expanded versus Standard Captions on Student Comprehension of Educational Content

Cited by 15 publications

References 9 publications

Video Captions Benefit Everyone

Video Captions Benefit Everyone

Technology Use by Teachers of Deaf and Hard-of-Hearing Students

The Effect of Captioning in Understanding Televised Speech in Geriatric Hearing Aid Users

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