Video Captions Benefit Everyone

Gernsbacher, Morton Ann

doi:10.1177/2372732215602130

Cited by 104 publications

(69 citation statements)

References 81 publications

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“…Furthermore, considering that sociolinguistic and pragmatic competence are 1. A great number of studies document the benefits of subtitled videos in language learning and teaching (Gernsbacher, 2015;Vanderplank, 2016). Interestingly, novel forms of subtitled material in foreign language learning are also being studied, such as AV comprehension questions in the form of subtitles (Casañ Núñez, 2017).…”

Section: Introduction To Subtitlingmentioning

confidence: 99%

Audiovisual translation in the foreign language classroom: applications in the teaching of English and other foreign languages

Lertola¹

2019

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Section: Introduction To Subtitlingmentioning

confidence: 99%

Audiovisual translation in the foreign language classroom: applications in the teaching of English and other foreign languages

Lertola¹

2019

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“…In both forms, the text is synchronised with the speech so that the words that are spoken are on screen at the same time as the utterance is made. Although subtitles are primarily used to make video accessible to those who are deaf and hard of hearing and to viewers who do not understand the language of the video, the use of subtitles in language learning and education has increased over the years as part of a wider development in language and translation technologies (Doherty, 2016;Gernsbacher, 2015).…”

Section: Subtitles As Verbal Redundancy In Educational Videosmentioning

confidence: 99%

Measuring cognitive load in the presence of educational video: Towards a multimodal methodology

Kruger

Doherty

2016

AJET

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The use of video has become well established in education, from traditional courses to blended and online courses. It has grown both in its diversity of applications as well as its content. Such educational video however is not fully accessible to all students, particularly those who require additional visual support or students studying in a foreign language. Subtitles (also known as captions) represent a unique solution to these language and accessibility barriers, however, the impact of subtitles on cognitive load in such a rich and complex multimodal environment has yet to be determined. Cognitive load is a complex construct and its measurement by means of single indirect and unidimensional methods is a severe methodological limitation. Building upon previous work from several disciplines, this paper moves to establish a multimodal methodology for the measurement of cognitive load in the presence of educational video. We show how this methodology, with refinement, can allow us to determine the effectiveness of subtitles as a learning support in educational contexts. This methodology will also make it possible to analyse the impact of other multimedia learning technology on cognitive load.

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“…Recent neurophysiologic evidences have also demonstrated a significant interaction between orthographic and phonological system in visual lexical decision tasks and semantic classification tasks [23]. Many recent psycholinguistic models show that orthographic and phonological systems are interconnected by sets of bidirectional links.…”

Section: Discussionmentioning

confidence: 99%

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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Video Captions Benefit Everyone

Cited by 104 publications

References 81 publications

Audiovisual translation in the foreign language classroom: applications in the teaching of English and other foreign languages

Audiovisual translation in the foreign language classroom: applications in the teaching of English and other foreign languages

Measuring cognitive load in the presence of educational video: Towards a multimodal methodology

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

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