Assessing the effects of closed-captioning on undergraduate students' recall and understanding of video-based information created by Bryan K. Dallas, Greg Long and Amanda K. McCarthy

By:

Dallas, Bryan K [author]

Contributor(s):

Material type: Text

TextSeries: Journal on excellence in college teaching ; Volume 27 , number 2 ,Canada: Miami University, 2016Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

1052-4800

Subject(s):

Undergraduate students -- Teaching methods -- Recall (Psychology)

LOC classification:

LB1778 JOU

Abstract: The purpose of this study was to examine the effects of captioning on undergraduate students' learning within a typical classroom environment. Based on guidelines associated with Universal Design as well as limitations imposed by classroom acoustics and noise levels, it was hypothesized that captions would increase students' recall and understanding of video-based information. Nine undergraduate introductory geology and geography classrooms were shown a 10-minute TED Talk about climate change. Five classes saw the video with captions. The other four classes saw the same video without captions. Students who saw the captioned video demonstrated significantly better comprehension and recall of information compared to students watching the same video without captions. Recommendations for further study are provided.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1778 JOU (Browse shelf(Opens below))	Vol. 27, no.2 (pages 117-129)	Not for loan	For in house use only

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The purpose of this study was to examine the effects of captioning on undergraduate students' learning within a typical classroom environment. Based on guidelines associated with Universal Design as well as limitations imposed by classroom acoustics and noise levels, it was hypothesized that captions would increase students' recall and understanding of video-based information. Nine undergraduate introductory geology and geography classrooms were shown a 10-minute TED Talk about climate change. Five classes saw the video with captions. The other four classes saw the same video without captions. Students who saw the captioned video demonstrated significantly better comprehension and recall of information compared to students watching the same video without captions. Recommendations for further study are provided.

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