National Research Results: How & Why Do Students Use Closed Captioning?

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National Research Results: How & Why
Do Students Use Closed Captioning?
Dr. Katie Linder
Research Director
Oregon State University Ecampus
Kathryn.Linder@oregonstate.edu
www.3playmedia.com
twitter: @3playmedia
live tweet: #a11y
 Type questions in the window during the presentation
 Recording of presentation will be available for replay
 To view live captions, please click the link in the chat window
Lily Bond (Moderator)
3Play Media
Director of Marketing
lily@3playmedia.com

Presented by:
Dr. Katie Linder, Research Director
kathryn.linder@oregonstate.edu
Tweet using:
@ecresearchunit
@Katie__Linder
@3playmedia

Presentation Objectives
• An outline of the study recruitment and procedures
• Data & results from the study including:
• Information about the students who responded
• Student awareness of the availability of captioning
• Student use of captioning and transcription
• How & why students use captions and transcripts
• The perceived learning benefits of captioning & transcription
• Common captioning hindrances identified by students
• Takeaways from the study
• Q&A
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Study Research Questions
• To what extent are students aware of the availability of video closed
captions and transcripts in their courses?
• To what extent do various student populations use video closed captions
and transcripts?
• Why do students use video closed captions and transcripts?
• How do students use video closed captions and transcripts to support their
learning?
• To what extent do various student populations perceive the use of video
closed captions as potentially valuable to their learning?
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Recruitment
• 3,742 institutional representatives received an email
announcing the study
• A series of webinars describing the study were held
• For institutions that chose to participate in the study,
recruitment materials for the student survey were shared for
distribution
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Instrument and Procedures
• When consented for the survey, students were told that their
institution was partnering with Oregon State University and
3Play Media
• Student participants were asked to complete a 46-item online
survey
• Students had the option at the end of the survey to provide
their email to be entered into a raffle for one of fifty $25
Amazon gift cards
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Participants
• Participants who were under the age of 18 were excluded from
the study
• A total of 15 institutions agreed to assist with recruitment of
student survey participants
• From those 15 institutions, 2,839 students responded
• 2,124 student participant responses were included in the
analysis of the outcomes after data cleaning procedures were
completed
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An Important Note
• Many institutions are only thinking about closed captions in
relation to student accommodation
• Thus, some institutions only sent out the survey to the
students who were receiving captions for accommodation
• This is reflected in the response rates of students with
registered disabilities and students who receive closed
captions as an accommodation
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Participating Schools
School Respondents Institutional Profile
A 1 Private 4-year, nonprofit, Northeast
B 8 Public 2-year, nonprofit, Midwest
C 32 Public 4-year, nonprofit, Southeast
D 4 Public 4-year, nonprofit, Southeast
E 32 Public 2-year, nonprofit, Southwest
F 7 Public 4-year, nonprofit, Midwest
G 64 Public 2-year, nonprofit, Midwest
H 24 Private 4-year, nonprofit, Southwest
I 60 Public 4-year, nonprofit, Midwest
J 4 Public 4-year, nonprofit, Midwest
K 1130 Public 4-year, nonprofit, West
L 300 Public 4-year, nonprofit, West
M 100 Private 4-year, nonprofit, Northeast
N 123 Public 4-year, nonprofit, West
O 235 Public 4-year, nonprofit, West
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frequency
percentag
e
freshman 357 18.1%
sophomor
e
323 16.4%
junior 436 22.1%
senior 514 26.1%
graduate
student
272 13.8%
other 71 3.6%
total 1973 100%
Student Respondents
freshman, 18.10%
sophomore,
16.40%
junior, 22.10%
senior, 26.10%
graduate student,
13.80%
other, 3.60%
Year in School
freshman
sophomore
junior
senior
graduate student
other
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Student Respondents (cont.)
12

13

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face-to-face, 35.20%
primarily face to face with
occasional online, 3.60%
equally face-to-face and
online, 5.10%
primarily online with
occasional face-to-face,
51.90%
only online, 4.10%
Course Modality
face-to-face
primarily face to face with
occasional online
equally face-to-face and
online
primarily online with
occasional face-to-face
only online
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Availability of Closed Captions
• Approximately how many
videos in your courses had
closed captioning as an
option?
• How often did you use
closed captions when they
were available?
frequency percentage
all 125 6.0%
most 269 12.8%
many 209 10.0%
some 370 17.7%
just a few 318 15.2%
none 240 11.5%
I am not
sure
565 27.0%
total 2096 100%
never 541 26.0%
seldom 418 20.1%
sometimes 394 19.0%
often 356 17.1%
always 370 17.8%
total 2079 100%
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• Do you know how to tell if a
video has closed captioning as
a feature?
• Do you know how to turn on
closed captioning?
Use and Perceptions of Closed Captions
yes 1174 55.9%
sometime
s
617 29.4%
no 308 14.7%
total 2099 100%
yes 1251 59.6%
sometime
s
536 25.5%
no 312 14.9%
total 2099 100%
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videos in your courses have
transcripts as an option?
transcripts when they were
available?
Use and Perceptions of Transcripts
all 62 3.1%
most 82 4.1%
many 81 4.0%
some 193 9.6%
none 864 42.8%
I am not
sure
371 18.4%
total 2017 100%
never 1087 55.5%
seldom 248 12.7%
sometimes 258 13.2%
often 171 8.7%
always 196 10.0%
total 1960 100%
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• How often did you use closed
captions when they were
available?
transcripts when they were
available?
Comparing CC and Transcript Use
never 1087 55.5%
seldom 248 12.7%
sometimes 258 13.2%
often 171 8.7%
always 196 10.0%
total 1960 100%
never 541 26.0%
seldom 418 20.1%
sometimes 394 19.0%
often 356 17.1%
always 370 17.8%
total 2079 100%
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videos in your courses had
closed captioning as an
option?
videos in your courses have
transcripts as an option?
Comparing CC and Transcript Availability
all 62 3.1%
most 82 4.1%
many 81 4.0%
some 193 9.6%
none 864 42.8%
I am not
sure
371 18.4%
total 2017 100%
all 125 6.0%
most 269 12.8%
many 209 10.0%
some 370 17.7%
none 240 11.5%
I am not
sure
565 27.0%
total 2096 100%
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Helpfulness of
Closed Captions vs. Transcripts
1.40%
10.50%
29.00%
35.70%
23.40%
31.10%
18.40%
22.50%
17.00%
11.00%
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
Not at all Slightly Moderately Very Extremely
Helpfulness of Captions & Transcripts
(by percentage of whole)
Captions Transcripts
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Why do students use closed captions?
frequency
Helps me focus 1001
Helps me retain the information 963
Helps overcome poor audio quality 958
I watch videos in sound sensitive
environments (e.g. a library)
650
Helps me with difficult vocabulary 418
I have difficulty with hearing 288
My professor has an accent 285
Other (please describe) 155
English is my second language 112
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Five main themes emerged:
1) Environmental
(quiet environments)
2) Video/audio quality
(poor quality, too quiet)
and/or instructor difficult
to understand
(accents, speaks too fast)
3) Convenience
(faster, saves time)
4) Accommodation
(disability accommodation)
5) Learning aid
(accuracy, comprehension,
retention, engagement)
Perceived Benefits of Closed Captions
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Sample Comments of Perceived
Benefits of Closed Captions
• Environmental: “I don’t like playing videos with sound when
I’m in an environment where doing so would be disruptive.”
• Video/audio quality: “Helps when a video has poor sound
quality.”
• Instructor difficult to understand: “My professor has a slight
accent that makes her words fast and jumbled.”
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Benefits of Closed Captions
• Convenience: “I find it easier to read along with the videos
rather than just sit there and listen to the professor talk.”
• Accommodation: “I’m dyslexic so it helps me to know that the
notes I’m writing down are both spelled correctly and in the
right syntax.”
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Learning Benefits of Closed Captions
• Accuracy: “If I need to write down notes, I know exactly how to
quote a video.”
• Comprehension: “It can help me deeply understand the
lecture.”
• Retention: “By simultaneously reading and listening to the
content, I am able to retain the information better.”
• Engagement: “They help me to focus on the video instead of
just tuning out the noise.”
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Perceived Hindrances of Closed Captions
Frequency Percent
Not at all 965 63.32%
Slightly 401 26.31%
Moderately 135 8.9%
Very 16 1.05%
Extremely 7 .05%
Total 1524 100%
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Perceived Hindrances of Closed Captions
400 qualitative comments included in analysis
• 41.5% (166) said that closed captions were distracting or
required too much cognitive load
• 34.8% (139) said that closed captions included incorrect
information such as typos or were incorrectly synced with the
video
• 32% (128) said that closed captions blocked important
information
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Distracting or required too much cognitive load
• “I do not focus on the video, I focus on the reading.”
• “If the video is simple with simple vocabulary then closed
captioning can be annoying and seem repetitive causing the
feeling of boredom.”
• “They are distracting from the actual video.”
Hindrances of Closed Captions
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Included incorrect information such as typos or were
incorrectly synced with the video
• “Most of the time the videos in class have used automatic
captions which never match up with what is really being said
which often makes them inaccurate and not helpful.”
• “When the captioning is wrong, it is frustrating because in a
PhD program details matter. Additionally, when they are
wrong, it takes that much longer to process and contribute to
a conversation.”
31

Closed captions blocked important information
• “Some instances it covered up the equations needed to see
for the math classes.”
• “It can block important images/pictures.”
• “When they are in the way of the video (specifically words,
such as names or positions of people talking in video).”
32

Why do students use transcripts?
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frequency
I use transcripts as study guides 682
Helps me retain the information 668
Helps me find what I'm looking for 667
Helps me focus 491
Helps overcome poor audio quality 428
Helps with difficult vocabulary 288
Other (please describe) 273
I watch videos in sound sensitive environments
(e.g. the library)
261
My professor has an accent 178
I have difficulty with hearing 136
English is my second language 75

Perceived Benefits of Transcripts
Five main themes emerged:
1) Environmental
(quiet environments)
2) Video/audio quality
(poor quality, too quiet)
and/or instructor difficult
to understand
(accents, speaks too fast)
3) Accommodation
(for specified disability)
4) Convenience
(search for information,
easier, faster, use for
citations and quoting)
5) Learning aid
(comprehension, note-
taking, study aid, review
materials later)
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Benefits of Transcripts
• Environmental: “They helped me understand what was
being said if I was in a noisy environment, or when I was in a
quiet environment. I found it easier to follow along as well.”
• Video/audio quality: “They allow you to read what is said
without having to understand the speaker clearly.”
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• Instructor difficult to understand: “It is not always easy to
understand professors who have a foreign dialect or who
speak too quickly.”
• Convenience: “It’s much easier to locate the key ideas and
terms.”
• Accommodation: “It helps with my learning disability, being
able to read the information while watching the video.”
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Sample Comments of Perceived Learning
• Accuracy: “If I missed anything, I could have it right in front of me.”
• Comprehension: “It is harder to take notes from a video. Transcripts
allow easier identification of key points.”
• Retention: “I am a visual learner so being able to read the material
at my own pace and take notes helped me retain the information
better.”
• Engagement: “It helps me not have to take notes, which allows me
to focus on the video.”
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Perceived Hindrances of Transcripts
Frequency Percent
Not at all 1482 81.03%
Slightly 193 10.55%
Moderately 114 6.23%
Very 20 1.1%
Extremely 20 1.1%
Total 1829 100.0
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Perceived Hindrances of Transcripts
153 qualitative comments included in analysis
• 43.79% (67) said that transcripts were distracting from the
video or visual cues or required too much attention or
cognitive load
• 20.26% (31) said that transcripts included incorrect
information such as typos, were not well-written, or were not
formatted well
• 14.38% (22) said that transcripts were too long, were too much
to read, or required too much time
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Hindrances of Transcripts
Transcripts were distracting from the video or visual cues or
required too much attention or cognitive load
• “Transcripts are meant to be read without the video playing, so
you cannot see an object if the person is pointing to it in the
video.”
• “Hard to read and listen and watch at the same time.”
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Transcripts included incorrect information such as typos, were
not well-written, or were not formatted well
• “Contained info that was irrelevant.”
• “Not all correctly transcribed and often have weird line
breaks.”
• “Hard to sift through big blocks of text sometimes.”
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Transcripts were too long, were too much to read, or required
too much time
• “It can make studying take longer than it should.”
• “It is time consuming when you have to request for
transcripts.”
• “I would have to read it and not be able to watch the video and
might fall behind with the other classmate.”
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Takeaways
• Almost 100% of courses include some video content
• Generally, students find closed captions to be more helpful
than transcripts
• Closed captions or transcripts are not being provided for all
videos and multimedia items or students are not aware when
closed captions or transcripts have been made available
• Closed captions and transcripts are being used in a range of
ways to aid student learning
• Many of the common hindrances can be mitigated by
instituting a quality assurance process that involves the creator
of the content
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Study Report
• A full study report for the student survey will be available later
this fall
• The report will include:
• Additional results from the study including more specific qualitative
analyses
• The survey instrument
• Data tables for all questions
Everyone who registered for this webinar will be emailed when
the report is available.
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Upcoming Webinar: October 12
How Colleges Nationwide Are Handling Captioning
This presentation will cover:
• Whether institutions are prioritizing captioning
• How institutions are budgeting for closed captioning
• Whether captioning efforts are being centralized
• The people and departments involved in captioning decisions
• How much captioning is currently being done
• A comparison of captioning practices for face-to-face, online, and
institutional purposes
• Awareness of captioning across campus
• Whether colleges & universities are meeting legal requirements for
captioning
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An Additional Resource
A weekly podcast about topics and
issues related to research in higher
education.
Full transcripts are provided with
each episode.
46

For additional questions contact:
Dr. Katie Linder, Research Director
kathryn.linder@oregonstate.edu
@ecresearchunit & @Katie__Linder

48
Dr. Katie Linder
Research Director
Extended Campus, Oregon State
University
Kathryn.Linder@oregonstate.
edu
Lily Bond (Moderator)
Director of Marketing
3Play Media
lily@3playmedia.com
Q&A
Upcoming Webinars:
 Sept 20: Captioning the 3Play Way
 Sept 29: 2016 Legal Update on Digital
Accessibility Cases (with Lainey Feingold)
 Oct 6: Developing an Accessibility Policy
 Oct 12: Research Results: How Campuses
Nationwide Are Handling Captioning
 Oct 20: An Architect of the ADA on Its Application
to Modern Technology
Register for upcoming webinars at:
http://www.3playmedia.com/webinars/

National Research Results: How & Why Do Students Use Closed Captioning?

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National Research Results: How & Why Do Students Use Closed Captioning?