National Research Results: How Different Student Subgroups Use Closed Captioning

1
National Research Results: How
Different Student Subgroups 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

National Research Results:
Student Subgroups’ Use of
Closed Captions & Transcripts?
Presented by:
Dr. Katie Linder, Research Director
Oregon State University Ecampus
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:
• Student subgroup awareness of the availability of captioning
• Student subgroup use of captioning and transcription
• How the availability of closed captions and transcripts
impacts students’ perceptions of whether they are helpful or
a hindrance
• How students with disabilities compare to students without
disabilities regarding closed caption and transcript use
• The percent of overall students responding who report using
closed captions or transcripts as a learning aid
• Takeaways from the study3

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?
5

Study Report Now Available
6
St udent Uses and Percept ions
of Closed Capt ions and Transcript s
Results from a national study
Kat ie Linder, Ph.D.
3playmedia.com/ student- research- study
Student Uses and Perceptions of
Closed Captions and Transcripts
www.3playmedia.com/student-
research-study/
Everyone who registered for this
webinar will be emailed the link

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
7

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
8

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
9

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
10

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
11

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
12

Student Respondents (cont.)
13

14

15

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%
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
16

17

Helpfulness of Videos
46.2% of respondents found it
“extremely” or “very” helpful
for their courses to include videos
51.4% said that videos are
“moderately” or “slightly” helpful
18

The percentage of respondents who found videos “extremely” or
“very” helpful was higher for:
• First generation students (51.6%)
• Pell-eligible students (51.7%)
• Adult learners (52.8%)
• Students who have difficulty with hearing (53.6%)
• ESL students (58.1%)
19

The percentage of respondents who found videos “extremely” or
“very” helpful was lower for:
• Students with other disabilities (40.7%)
• Students under the age of 25 (42.1%)
• Students with learning disabilities (44.9%)
• Students receiving an academic accommodation (46%)
20

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%
21

• 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%
22

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%
23

• 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%
24

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%
25

Awareness of Closed Captions
Of the 15% who reported not knowing how to tell if a video has
closed captioning as a feature, the highest percentage of this
group were:
Students who have difficulty
with visual representations (17.9%)
26

Awareness of Closed Captions
Of the 15% who reported not knowing how to turn on closed
captioning, the highest percentage of this group were:
Students who have difficulty
with visual representations (19.8%)
Students with learning disabilities (19.3%)
27

Student Use of Closed Captions
Overall:
34.9% respondents noted that they “always” or “often”
use closed captions when they are available
In response to that same question,
26% said they never use them
28

Student Use of Closed Captions
The percentage of respondents who “always” or “often” use
closed captions when they are available was higher for:
• Students registered with an Office of Disability Services
(44.8%)
• Students with academic accommodations (48.2%)
29

Student Use of Transcripts
Overall:
18.7% noted that they “always” or “often”
use transcripts when they are available
55.5% said that they never use transcripts
when they are available
30

transcripts when they are available was higher for:
• Students who “always” or “often” have trouble maintaining
focus (21.8%)
31

transcripts when they are available was higher for:
• Students registered with an Office of Disability Services (24%)
• Students who have difficulty with visual representations
(26.6%)
• Students receiving academic accommodation (27%)
• Students who have with difficulty hearing (28%)
32

transcripts when they are available was lower for:
33

SWD versus Sw/oD
It was found that students with disabilities use closed captions
more often than students without disabilities, but the size of
difference is small (t(1935)=-4.153, p=0.000, d=0.30).
It was found that students with disabilities use transcripts more
often than students without disabilities, but the magnitude of
difference is small (t(753)=-3.076, p=0.002 d=0.38).
34

Disabilities versus Without Disabilities
Overall, there were 1,569 student respondents who did not
self-identify as having difficulty with hearing.
Of those, 31.4% use closed captions “always” or “often”
A slightly smaller proportion (29.2%) reported “never” using
closed captions
70.8% of survey respondents without hearing difficulties
use closed captions at least some of the time
35

Helpfulness of Closed Captions
Respondents were asked about whether they perceived closed
captions and transcripts as being helpful to their learning.
As a percentage of the whole, closed captions were perceived as
more helpful with 59.1% of respondents noting that closed
captions where either “very” or “extremely” helpful to them.
Comparatively, 28% of respondents noted that transcripts were
“very” or “extremely” helpful to them.
36

Regarding the helpfulness of closed captions, sub-group analyses
show that the percentage of respondents who stated that closed
captions where either “very” or “extremely” helpful to them was
higher for:
• Adult learners (62%)
• Students who have difficulty with vision (64%)
focus (64.7%)
37

higher for:
(65.4%)
• Pell-eligible students (65.4%)
38

higher for:
• Students registered with an Office of Disability Services
(65.8%)
• ESL students (66%)
• Students receiving academic accommodation (66.3%)
39

Regarding the helpfulness of closed captions, the percentage of
respondents who stated that closed captions where either
“very” or “extremely” helpful to them was lower for:
40

Of those students who indicated that they used closed captions
“often” or “always,” there was no significant difference between
how helpful students with disabilities found them compared
with students without disabilities.
Further, the size difference was not noticeable (t(676)=-1.478,
p=0.140, (d=0.17).
41

Helpfulness of Transcripts
Regarding the helpfulness of transcripts, the percentage of
respondents who stated that transcripts where either “very” or
“extremely” helpful to them was higher for:
focus (30.7%)
• Students registered with an Office of Disability Services (35%)
42

“extremely” helpful to them was higher for:
(36.2%)
• Students receiving academic accommodation (37%)
43

“extremely” helpful to them was lower for:
44

Of those students who indicated that they used transcripts
“often” or “always,” there was no significant difference between
how helpful students with disabilities found them compared
with students without disabilities.
Further, the size of the difference was not noticeable ((t(293)=-
1.070, p=0.285, d=0.16).
45

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
46

Availability and Helpfulness
It was found that the availability of closed captions made a
significant difference in how helpful students found them to be
and the difference between the groups was large (f(6)=6.294,
p=0.000, ηp2 =0.346). More detailed comparisons indicated that
students who were unsure if captions were available caused
there to be significance based on availability of captions. When
students who are unsure are removed from the analysis there is
no longer any significant difference in how helpful students
perceive the captions to be, and there is no magnitude of
difference.
47

Availability and Helpfulness
It was found that the availability of transcripts made a significant
difference in how helpful students found them to be and the
difference between the groups was large (f(6)=87.710, p=0.000,
ηp2 =0.221. More detailed comparisons indicated that the
significance and large magnitude of difference was caused by
students who were unsure if transcripts were available as well as
those who indicated no transcripts were available. When these
two groups were removed from the analysis there is no longer
any significant difference or magnitude of difference in
availability and perceived helpfulness of transcripts.
48

Hindrances of Closed Captions
Of those students who indicated that they used closed captions
often or always, there was no significant difference between
how much of a hindrance students with disabilities found them
compared with students without disabilities and the size of the
difference was not noticeable (t(675)=-1.257, p=0.209, d=0.13).
49

Hindrances of Transcripts
Of those students who indicated that they used transcripts often
or always, there was a significant difference between how much
of a hindrance students with disabilities found them compared
with students without disabilities but that difference was small
(t(293)=-2.237, p=0.026, d=0.32).
50

Takeaways
• Over 70% of students who used closed captions and transcripts
in this study did not self-identify as having a hearing-related
disability
• The difference in the helpfulness of closed captions and
transcripts for students with disabilities and students without
disabilities is not significant
• The helpfulness of closed captions and transcripts is higher for
a range of student sub-groups
• The availability (or lack thereof) of closed captions and
transcripts has a significant impact on the helpfulness of each
tool
51

Study Report Now Available
52
St udent Uses and Percept ions
of Closed Capt ions and Transcript s
Results from a national study
Kat ie Linder, Ph.D.
3playmedia.com/ student- research- study
Student Uses and Perceptions of
Closed Captions and Transcripts
www.3playmedia.com/student-
research-study/
Everyone who registered for
this webinar will be emailed
when the report is available.

Institutional Study Report Coming
• A full study report for the institutional survey will be available
in December
• 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.
53

Upcoming Webinar: February 9th
The State of Closed Captioning in Higher Education
This presentation will cover:
• How and why students are using closed captioning
• Perceived benefits of captioning beyond accessibility
• How colleges and universities are handling closed captioning
• Current successes and limitations of captioning in higher ed
• Comparison of captioning practices for face-to-face, online,
and institutional marketing content
• How colleges & universities perceive and react to legal
requirements for captioning
54

An Additional Resource
A weekly podcast about topics and
issues related to research in higher
education.
Full transcripts are provided with
each episode.
55

57
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:
 Dec 7: Australian Research Study – How Useful
Are Captions for Learning?
 Dec 8: Quick Start to Captioning
 Jan 26: Getting Colleagues to Adopt UDL
 Feb 9: State of Closed Captioning in Higher Ed
Register for upcoming webinars at:
http://www.3playmedia.com/webinars/
Download the student study:
www.3playmedia.com/student-research-study/

National Research Results: How Different Student Subgroups Use Closed Captioning

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