With tertiary education institutions turning to online learning and creating videos of lectures, the need to caption these videos could be more important for all students than first realised. The findings of this study show the need for more work in this area, but early results show that captioning benefits most students, with or without disability. This finding could transfer to the general community.
“When queried whether captions were helpful, 99% of students reported they were helpful (5% slightly, 10% moderately, 35% very, 49% extremely). We were unable to determine differences among students with and without disabilities, as we did not track individual survey responses.” Interestingly, in this study 13% of respondents indicated having a disability, but only 6% were registered as such.
Various reasons were given for the benefits of closed captioning – noise in their listening environment, unclear speech in the video, spelling of new or unfamiliar words, and being able to take notes just by stopping the video and not needing to rewind to listen again. Students with English as a second language also benefitted. Although these results show the need for more research, they found there was a 7% increase in student results compared to the previous year’s students who did not have captioning. The article also discusses the cost of captioning and other options, such as speech recognition. The title of the article is, Closed Captioning Matters: Examining the Value of Closed Captions for All Students, and is published in the Journal of Postsecondary Education and Disability, 2016.
Editor’s note: Anyone who has seen the results of “automatic” online Google captioning will know that the results are very haphazard. It is good to see how captioning is now being seen within the scope of universal design and could be more widely applied.