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The effects of captions on deaf students’contents comprehension,

2010 International Symposium. The effects of captions on deaf students’contents comprehension, cognitive load and motivation in online contents. 21 June 2010. Joong-O Yoon ( yoonjo@kead.or.kr )

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The effects of captions on deaf students’contents comprehension,

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  1. 2010 International Symposium The effects of captions on deaf students’contents comprehension, cognitive load and motivation in online contents 21 June 2010 Joong-O Yoon (yoonjo@kead.or.kr) Heaeun Choi (highwest@kead.or.kr) Korea Employment Agency for the Disabled

  2. Table of Contents Ⅰ Introduction 1. Background of the study 2. Research questions Ⅱ Methods 1. Subjects 2. Experiment Design 3. Test materials 4. Measurements 5. Data analysis Ⅲ Results Ⅳ Conclusions and Discussion V Recommendations

  3. Ⅰ. Introduction

  4. 1. Background of the study Deafness

  5. 2. Purpose of Study To examine the effects of captions when it is provided along with Sign language video clips in multimedia learning Cognitive load? Motivation? Content comprehension? Online material with both captions and sign language video clips is effective for deaf students whose first language is sign language and literacy skills are limited?

  6. 2. Research questions Having more visual tools in multimedia learning aids affects learners’ cognitive load negatively When captions are incorporated into presentation, the amount of verbal information is greater and leads to improved content comprehension Having more visual tools in multimedia learning materials raises learners’ motivation in learning Do online learning contents with Sign language video clips and captions result in increase of content comprehension / cognitive load / motivation compared to learning contents only provides Sign language clips?

  7. 2. Research Hypothesis There will be a rise in content comprehension, cognitive load, and motivation when both captions and sign language video clips are provided at the same time in multimedia learning materials. - The experimental group(Sign language clips+Captions) will show a high score than the control group(exposed only to Sign language clips) in content comprehension, cognitive load, and motivation Hypothesis

  8. Ⅱ. Methods

  9. 1. Subjects • 62 deaf people • - Age : 18 -35(Avg. 25) • Gender : 40 male, 22 female • Schooling : 58 high school graduates, 4 college graduates

  10. Deaf people 2. Research design Dependent variable Content Comprehension Independent variable Caption using/ not using Cognitive load Motivation Posttest-only control group design

  11. 3. Experimental Design Randomly assignment process for all deaf participants Divide into two groups Dependent : Content Comprehension, Cognitive load, Motivation As for the experimentThe subjects were

  12. 4. Test Materials (Online contents) - Subject Content : Investment techniques Sign language ( Displayed all the time ) Captions (On / Off)

  13. 4. Measurements • Learning Load Measurement Survey • (Ryu, 2009) • Individual in-depth interview(24 people) 5 sub-sections : Physical effort, mental effort, difficulty of perceived assignment, self-evaluation, and availability 4 sub-sections : Attention, Relevance, Confidence, Satisfaction To see the effects of the closed captions, 4 measurement tools were used

  14. 5. Data Analysis Computation on average and standard deviation of content comprehension, cognitive load, and motivation had been conducted. The difference between the two groups was analyzed using t-test and MANOVA at the .05 significance level.

  15. Ⅲ. Results

  16. 1. Contents Comprehension *p<.05 7.1 Notable statistical difference (t=-2.16, p<.05) between two groups Recorded .565(>.5) in effect size,

  17. 2. Effects on Cognitive load No significant difference between two groups

  18. 3. Effects on Motivation No significant difference between two groups

  19. 4. In-depth Interview “Some word to hard to understand in the captions but it helped” “The pace of the program was too fast” 1 2 3 “ I looked at the captions only when I had to”

  20. Ⅳ. Conclusions & Discussion

  21. 1. Conclusions and Discussion • Exposure to both captions and sign language video clips resulted in the transmission of a greater amount of information in online learning • Subjects used the captions to complement their understanding of the contents along with sign-language video clips. • Relative effectiveness of interpreted and captioned formats may differ depending on the literacy skills and sign language skills of deaf learner Content Comprehension Statistically significant difference Result

  22. 2. Conclusions and Discussion • Contrasted to Modality effect & • Redundancy effect • Due to deaf people’s different learning style • Due to lower readability level of the material itself that raised their intrinsic cognitive load might have affected their later cognitive load. • Quality of captions ( readability, placement, spacing, presentation rate, sound effects) Cognitive load • No significant • difference Result Such outcome seems to be a result from

  23. 3. Conclusions and Discussion Motivation • Presence of captions did not affect • motivation of deaf learners • Constant barrage of • contents and difficult vocabulary • might have led the deaf to quickly lose interest. • Instructional design of the contents • might have failed to meet the unique • needs of deaf learners in terms of • motivation and learning interests • No significant • difference Result This can be seen as

  24. V. Recommendations

  25. Readability level and quality of captions • to meet the unique needs of deaf learners • Captions should be provided along with sign-language video clips to meet • the unique needs of Deaf learners • The type and quality of captions should be taken into consideration in terms of literacy levels of the learners. Poorly captioned materials will not provide equal access to information and captioning should occur during the production stage 2. Using Video Typography for motivation • Video Typography when presenting animation or video clips for the Deaf • as it switches reading information into visual information • Increasing emotional understanding of an image by describing emotions, • movement, facial expression, and other emotional and linguistic sense • with written letters. (Kwon & Huh, 2009) Based on these results, I would like to make 3 suggestions for further research

  26. 3. Tailor-made instructional design for the Deaf • A systematic approach based on instructional technology should be considered to be responsive to deaf learners needs in the process of developing learning materials. • Developing tailor-made instructional design, evaluation of the application, and further research should be emphasized to optimize their learning. Lastly, I would like to suggest

  27. Thank you

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