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Search results for 'captioning research'

128 Learning Center results found.

The Effects of Captions on Deaf Students' Content Comprehension, Cognitive Load, and Motivation in Online Learning

In 2011, the authors, Joong-O Yoon and Minjeong Kim, examined the effects of captions on deaf students' content comprehension, cognitive load, and motivation in online learning. The participants in the study were 62 deaf adult students who had limited reading comprehension skills and used sign language as a first language. Participants were randomly assigned to either the control group or the experimental group. The independent variable was the presence of captions, and the dependent variables were content comprehension, cognitive load, and motivation. The study applied a posttest-only control group design. The results of the experiment indicated a significant difference (t = -2.16, p < .05) in content comprehension but no statistically significant difference in cognitive load and motivation between the two groups. These results led to suggestions for improvements in learning materials for deaf individuals. (American Annals of the Deaf, v.156, no. 3, Summer 2011). about research, captioning

The Influence of English Language and Spanish Language Captions on Foreign Language Listening/Reading Comprehension

The purpose of this study was to investigate the effects of using Spanish captions, English captions, or no captions with a Spanish language soundtrack on the comprehension of intermediate students in a university-level "Spanish as a Foreign Language" class. Concludes with a discussion of the pedagogical implications of using multilingual captions in a variety of ways to enhance second language listening and reading comprehension. By Paul Markham and Lizette Peter, University of Kansas, 2002. about research, spanish

Toward a Theory of Media Reconciliation: An Exploratory Study of Closed Captioning

Dissertation prepared by Nicole Elaine Snell, Clemson University, 2012. Ms. Snell's project was an interdisciplinary empirical study that explores the emotional experiences resulting from the use of the assistive technology closed captioning. More specifically, the study focused on documenting the experiences of both deaf and hearing multimedia users in an effort to better identify and understand those variables and processes that are involved with facilitating and supporting connotative and emotional "meaning-making." about research, captioning

Effect of Caption Rate on the Comprehension of Educational Television Programmes by Deaf School Students

Published in Deafness and Education International (2009), several experts investigate how the rate of caption delivery affects the comprehension of educational programmes by better- and poorer-reading deaf school children. Participants watched three short documentaries, with captions presented at 90, 120, or 180 words per minute (wpm). Across both reading levels, comprehension was uniformly higher at 90 and 120 wpm than at 180 wpm. These results suggest that the rate of captions in children's television programmes can safely use 120 wpm as a slowest speed. about research, captioning

Report from Captioned Films for the Deaf

Paper prepared for the Symposium on Research and Utilization of Educational Media for Teaching the Deaf, February 5-7, 1968, Lincoln, Nebraska. Written by Dr. John A. Gough, the first chief of the Captioned Films for the Deaf (CFD) program. Overviews CFD activity in: (a) the acquisition of projectors and screens for every classroom in the U.S.; (b) training of teachers in media utilization; (c) distribution of captioned media reaching an annual total population of 200,000-250,000; (d) research in media utilization to increase language; and (e) production of filmstrips, 8mm loop films, and transparencies. about history, dcmp

Captioned Media: Literacy Support for Diverse Learners

Captioned or subtitled media is a great tool for teachers looking to differentiate classroom instruction—research has shown that ELLs, students with learning disabilities, and students who struggle academically may all benefit from following along with captions while watching a classroom video. Learn more about the benefits of captioned media and additional resources for captioned material from this article that appears on the Reading Rockets website. about educators, captioning, literacy

Closed Caption Television: Today and Tomorrow

This article, written in 1980 by Barry Jay Cronin, Ph.D., was prepared for the Symposium on Research and Utilization of Educational Media for Teaching the Deaf. For many years an annual media symposium was held at the University of Nebraska, Lincoln. This paper provides a general background on the history of closed captioning and how it has evolved to that point. As Dr. Cronin states, "No technology can remain static and be successful for long." Also explains what Line 21 is, and describes the closed-captioning process. about history, captioning

Line 21: Closed Captioning of Television Programs

David Sillman was Manager of Engineering Planning at the Public Broadcasting Service (PBS) where his prime responsibility was development of closed-captioning technology. He overviews the events leading to the U.S. Department of Health, Education, and Welfare's (HEW) interest in funding the development of such technology. PBS has contracted for the development of a commercial decoder suitable for mass production that could be used by the general public for the reception of closed-captioned television programs. After many years of experimental and preparatory work, it appears that the necessary combination of a closed-captioned transmission system, programming, and a practical home caption decoder can be brought together in the fall of 1979. To quote Sillman: "Let us hope this will signal the end of the exclusion of the hearing impaired from this significant part of our social and cultural life." about history, captioning

Captioned Films for the Deaf Curriculum Workshops

Doin Hicks writes about the Captioned Films for the Deaf (CFD) Ball State University project. From Doin Hicks about history, dcmp

Captioning for Deaf People: An Historical Overview

A presentation given at Gallaudet University in 1988 by Dr. Malcolm J. Norwood. Reviews the history of captioning, including the signing of Public Law 85-905 by President Dwight D. Eisenhower. From Malcolm J. Norwood about history, captioning

Kentucky Teachers Know Captioned Media is Essential

Genny Lyman relates how Kentucky School for the Deaf teachers used captioned media From Genny Lyman about history, educators

What I Should Have Known About Captioning...

The script was written, the instructors selected, the television production team assembled, and the studio reserved. One essential aspect of the project was missing—the captioning experts. Filming could not proceed without their input. From Pamela H. Beck, M.Ed. about captioning, educators

Described and Captioned Movies at Local Theaters

Silent movies once provided an equal opportunity to enjoy going to the movies without regard to anyone's ability to hear. But with the introduction of sound to movies more than eighty years ago, people with a hearing loss were faced with an access disparity that, to a large (but, thankfully, diminishing) extent, still exists today. From about captioning

Captioned Films for the Deaf: My Perspective

Len Novick, who served as project director of the Captioned Films for the Deaf (CFD) program from 1978-1985, offers his perspective on the history of CFD during his tenure. From Len Novick about history, dcmp, captioning

Final Report: The Relation Between Eye Movement and Reading Captions and Print by School Age Deaf Children

This 2003 report by Carl Jensema states that the average hearing child spends 30 hours a week TV viewing and that this same amount of "TV time" is spent by their deaf peers. Because of this, it is estimated that deaf children spend more time reading captions than they do printed material. This study, three years in the making, examines how reading captions relates to the overall reading skills development of children who are deaf or hard of hearing. Various tables and figures accompany this article. Research was conducted at the Western Pennsylvania School for the Deaf. about research, captioning

The State of Closed Captioning Services in the United States: An Assessment of Quality, Availability, and Use

This 2003 survey finds that 36 percent of 203 respondents (deaf, hard of hearing, and ESL) report that captions move too fast. The study was conducted by the Annenburg Public Policy Center of the University of Pennsylvania and sponsored by the National Captioning Institute Foundation. Looks at the implementation and utility of closed captions in several ways: (1) through the actual programming, (2) from the perspective of the various audiences, and (3) from the industries charged with providing the captioning. TiVo and news samples were used for this study. One example has a clip from CNN were the audio states: "Closed Captioning provided by ISC, Invention Submission Corporation," yet there are no closed captions onscreen. Programs that received positive comments about their closed captioning include: "60 Minutes," "CSI," "NYPD Blue," and the children's show "Arthur," to name a few. Tables and figures are interspersed throughout the article. Includes a list of other reports done by Annenburg and in what ...Read More about research, captioning

The Effects of Closed Captioned Television on the Listening Comprehension of Intermediate English as a Second Language (ESL) Students

This 1999-2000 study investigated the effects of closed-captioned TV (CCTV) on the listening comprehension of intermediate English as a second language (ESL) students. Thirty students with intermediate levels of ESL proficiency participated in this study. about research, captioning

Captioned Media: Teacher Perceptions of Potential Value for Students with No Hearing Impairments

This national survey conducted by Frank G. Bowe and Aviele Kaufman in 2002 focuses on 359 special educators from 45 states found that most perceive value in captioned media for some special education students, notably those who are English Language Learners and those classified as having specific learning disabilities. Results suggest that captioning technologies be explored in more depth, particularly since they are available to classroom teachers at the touch of a button. about research, captioning, educators

Using Captioned Television to Improve the Reading Proficiency of Language Minority Students

This study by the National Captioning Institute analyzes whether comprehensible input in the form of captioned television might influence bilingual students' acquisition of vocabulary and conceptual knowledge in science. Results indicated that subjects who utilized closed captioning consistently outscored others in word knowledge as well as recall of science information. An analysis of word-related and video-related factors suggested that contexts that provided explicit information yielded higher vocabulary gains. Overall, this study documents the power of captioned television in the acquisition of literacy and conceptual knowledge for bilingual students. about research, captioning, esl

The Influence of English Language and Spanish Language Captions on Foreign Language Listening/Reading Comprehension

The purpose of this study was to investigate the effects of using Spanish captions, English captions, or no captions with a Spanish language soundtrack on intermediate university-level Spanish as a Foreign Language students' listening/reading comprehension. These findings indicate that intermediate-level foreign language students' listening comprehension/reading comprehension can be substantially enhanced via the use of captions in English or Spanish about research, captioning, spanish