Reading Between the Lines: Accessing Information via YouTube's Autocaptioning
DOI:
https://doi.org/10.24059/olj.v21i1.823Keywords:
Online learning, accessibility for all, deaf and hard of hearing, higher education,Abstract
This study and discussion center upon the use of YouTube’s automatic captioning feature with college-age adult readers. The study required 75 participants with college experience to view brief middle school science videos with automatic captioning on YouTube and answer comprehension questions based on material presented auditorily and/or through the automatic captions. Participants were divided into groups and presented with the captioned videos with or without sound. The videos, which all focused on the solar system, contained low and high instances of errors within the captions. The research found that comprehension of the automatic caption text varied significantly based on how the participants viewed the videos, with significantly more errors in comprehension for the group that viewed the high error video with automatic captioning only.References
Asuncion, J. V., Budd, J., Fichten, C. S., Nguyen, M. N., Barile, M., & Amsel, R. (2012). Social
media use by students with disabilities. Academic Exchange Quarterly, 16(1), 30-35.
Barton, F., Bradbrook, G., & Broome, G. (2015). Digital accessibility: A report for citizens
online. Edinburgh, Scotland.
Buzzetto-More, N. (2015). An Examination of Undergraduate Student’s Perceptions and
Predilections of the Use of YouTube in the Teaching and Learning Process,
Interdisciplinary Journal of e-learning and learning objects. Retrieved August 23, 2015
from https://www.questia.com/library/journal/1G1-418467094/an-examination-of-
undergraduate-student-s-perceptions.
Cambra, C., Silvestre, N., & Leal, A. (2009). Comprehension of television messages by deaf
students at various levels of education. American Annals of the Deaf, 153(5), 425-434.
Dahbi, M. (2004). English and Arabic after 9/11. The Modern Language Journal, 88(4), 628-
Fichten, C. S., Asuncion, J., & Scapin, R. (2014). Digital Technology, Learning, and
Postsecondary Students with Disabilities: Where We’ve Been and Where We’re
Going. Journal of Postsecondary Education and Disability, 27(4), 369-379.
Google. (2015). Auto captioning [YouTube Help: Edit videos & setting: Caption]. Retrieved
from https://support.Google.com/YouTube /answer/3038280?hl=en
Jensema, C. & McCann, R. (1996). Presentation Speed and Vocabulary in Closed Captioned
Television. American Annals of the Deaf, 141(4).
Johnson, A. (2014). Video Captioning Policy and Compliance at the University of Minnesota
Duluth. Unpublished Master’s Thesis, University of Minnesota – Diluth, USA.
Johnson-Glenberg, M. (2000). Training reading comprehension in adequate decoders/poor
comprehenders: Verbal and visual strategies. Journal of Educational Psychology, 92(4),
-782.
Lewis, M. & Jackson, D. (2001). Television literacy: Comprehension of program content using
closed captions for the Deaf. Journal of Deaf Studies and Deaf Education, 43-53.
Moran, M., Seaman, J., & Tinti-Kane, H. (2011). Teaching, Learning, and Sharing: How Today's
Higher Education Faculty Use Social Media. Babson Survey Research Group.
Paas, F., & van Merriënboer, J. J. G. (1994a). Instructional control of cognitive load in the
training of complex cognitive tasks. Educational Psychology Review, 6, 51–71.
Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. W. (2003). Cognitive load measurement
as a means to advance cognitive load theory. Educational psychologist, 38(1), 63-71.
Ruan, X. (2015). The Effect of Caption Modes on EFL Students’ Video Comprehension. Journal
of Language Teaching and Research, 6, 2, 397-404.
Sadoski, M., & Paivio, A. (2004) A dual-coding theoretical model of reading. In R. B. Ruddell &
N. N. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1329-
. Neward, DE: International Reading Association.
Seale, J., Georgeson, J., Mamas, C., & Swain, J. (2015). Not the right kind of ‘digital capital’?
An examination of the complex relationship between disabled students, their technologies
and higher education institutions. Computers & Education, 82, 118-128.
Stinson, M. S., & Stevenson, S. (2013). Effects of expanded and standard captions on deaf
college students' comprehension of educational videos, American Annals of the
Deaf, 158(4), 453-467.
Tan, E., & Pearce, N. (2012). Open education videos in the classroom: exploring the
opportunities and barriers to the use of YouTube in teaching introductory
sociology. Research in Learning Technology, 19.
Texas Educational Agency (2010). Chapter 112. Texas Essential Knowledge and Skills for
Science, Subchapter B. Middle School. Retrieved July 28, 2015.
http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112b.html#112.20
Play Media (2014). Future of accessiblity and video captions according to google and youtube.
retrieved August 23, 2015 http://www.3playmedia.com/2014/01/10/future-
accessibility-video-captions-according-google-youtube/
Downloads
Published
Issue
Section
License
As a condition of publication, the author agrees to apply the Creative Commons – Attribution International 4.0 (CC-BY) License to OLJ articles. See: https://creativecommons.org/licenses/by/4.0/.
This licence allows anyone to reproduce OLJ articles at no cost and without further permission as long as they attribute the author and the journal. This permission includes printing, sharing and other forms of distribution.
Author(s) hold copyright in their work, and retain publishing rights without restrictions