3Play on Campus: Research on Closed Captioning in Higher Ed
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Lily Bond, Director of Marketing at 3Play Media, dives into the results from two national studies on close captioning in higher ed.
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3Play on Campus: Research on Closed Captioning in Higher Ed
- 1. Welcome!
- 2. Lily Bond – 3Play Media Lily Bond is the Director of Marketing at 3Play Media. She has authored numerous papers and over 100 articles on the topics of closed captioning, accessibility laws, and emerging standards, and often speaks on the subject.
- 3. Results from Two National Studies on Closed Captioning in Higher Ed
- 4. How & Why Do Students Use Closed Captions? www.3playmedia.com/student-research-study/
- 5. Who Responded? ▸2839 students responded from 15 institutions
- 9. 74% of students use captions at least some of the time
- 10. 71% of students without hearing difficulties use captions at least some of the time
- 11. How do captions help student subgroups?
- 12. Do students prefer captions or 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
- 13. The most common reason students use captions is to help them FOCUS.
- 14. 75% of students that use captions said they use them as a learning aid.
- 15. 52% of students that use captions said captions help as a learning aid by improving comprehension.
- 16. Student Research: Takeaways ▸Almost all classes include some video ▸Students prefer captions to transcripts ▸Students say captions help aid learning in a range of ways ▸Captions help students with comprehension, accuracy, engagement, and retention
- 17. How Are Colleges Nationwide Handling Captioning? www.3playmedia.com/institutional-research-study/
- 18. Who Responded? ▸Reached out to 3742 institutional representatives ▸54 respondents Institution Type: Frequency University, PhD/MD/JD/EdD 21 University, Bachelors and Masters 11 Community College 8 Bachelors but not graduate degrees 2 Two year college 1 Professional school 1 Technical/trade/vocational 0 Other (please describe) 0 Online Courses: Frequency Percentage None 1 2.3% 1-50 3 6.8% 51-100 8 18.2% 101 or more 17 38.6% I don’t know 14 31.8% Other 1 2.3% MOOCs: Frequency Percentage No 28 63.6% Yes 11 25% I don’t know 5 11.4%
- 19. 25% are sure they inventory videos Does your institution track or inventory videos created at your institution?
- 20. For how many videos is captioning created? 2 0 21 2 13 4 8 15 0 11 3 4 13 2 16 0 5 10 15 20 25 All Most Some None I don't know Face-to-Face Online Institutional
- 21. Do formal guidelines exist to inform captioning of videos created at your institution? 15 14 10 14 15 9 14 8 16 0 2 4 6 8 10 12 14 16 18 Yes No Unsure Face-to-Face Online Institutional
- 22. Are captioning guidelines systematical ly communicat ed to video creators? 6 7 0 3 10 2 3 4 1 0 2 4 6 8 10 12 Yes No Unsure Face-to-Face Online Institutional
- 23. Who actually creates the captions? 14 8 3 13 17 3 0 3 18 8 3 11 19 5 1 6 13 7 3 4 14 2 2 6 0 2 4 6 8 10 12 14 16 18 20 The creator of the video Staff who are dedicated to captioning Office of Information Technology Office of Disability Services A third party, external to the institution Automated software I don't know Other Face-to-Face Online Institutional
- 24. How confident are you that you understand what it means to be in compliance with accessibility laws? Frequency Percentage Very unconfident 1 2.1% Unconfident 3 6.4% Neither unconfident not confident 5 10.6% Confident 18 38.3% Very confident 20 42.6% 80% are confident they understand
- 25. 17% believe they are meeting or exceeding requirement s not at all, 2.10% partially meeting requiremen… meeting requirements, 14.90% exceeding requirements, 2.10% unsure, 2.10% To what extent do you believe your institution is meeting legal requirements?
- 26. Why are institutions captioning? Frequency Percentage To be in compliance with the law 37 78.72% To avoid potential litigation 35 74.47% In response to accommodation requests 33 70.21% To support the needs of all learners 29 61.70% To create a learning environment that is aligned with the mission of the institution 20 42.55% To be in compliance with institutional policies 14 29.79% Because research supports a connection between caption use and positive learning outcomes 13 27.66% To address a significant need at our institution 11 23.40% In response to faculty demand 11 23.40% In response to student demand that is not accommodation-related 4 8.51% I don't know 1 2.13% Other 0 0.00% Institutions are equally worried about compliance & litigation
- 28. Who is designated to ensure caption quality? Frequency Percentage Office of Disability Services 22 46.81% The creator of the video 21 44.68% Staff who are dedicated to closed captioning 18 38.30% A third party outside of this institution 18 38.30% Office of Information Technology 8 17.02% No one is designated to do this 7 14.89% I don't know 5 10.64% Other 5 10.64% Automated software 3 6.38%
- 29. Why are institutions not captioning? Frequency Percentage Lack of general awareness 26 55.32% A budget doesn't exist 23 48.94% Staffing is inadequate 22 46.81% Unclear whose responsibility it is 22 46.81% Don’t have buy-in of administration to caption videos 20 42.55% It’s too time consuming 19 40.43% It’s too expensive 18 38.30% Faculty won’t do it 18 38.30% Currently not an institutional priority 15 31.91% We weren’t aware it was something that should be done 8 17.02% We don’t know how to do it 7 14.89% Lack technical capability 6 12.77% Concerned about copyright infringement 6 12.77% Other 3 6.38% I don't know 1 2.13% This is not a genuine need at our institution 0 0.00%
- 30. Where is the budget for captioning housed? What is your institution’s budget?
- 31. What factors inform the budget? Frequency Percentage The number of students who request accommodation that requires captioning 18 38.30% Our accessibility budget as a whole 12 25.53% The amount of video content 8 17.02% Other 6 12.77% I don't know 5 10.64% Legal considerations 5 10.64% Enrollment 2 4.26% Other data from within this institution 2 4.26% Data from outside of this institution 0 0.00%
- 32. Are caption efforts centralized? 55% said captioning is not systematic
- 33. Are caption efforts reactive or proactive? 62.5% said captioning is reactive
- 34. Institutional Research: Takeaways ▸Confusion about legal requirements for captioning ▸Despite stating compliance & litigation as the top reason for captioning, many institutions don’t measure compliance ▸Most institutions report that captioning is not centralized ▸Many schools have a reactive approach
- 35. Future Research ▸What level of accuracy is required for captions to be effective for educational content? ▸Do captions help students focus & retain info contained in a video? ▸Do captions increase cognitive load? ▸How do captions compare to interactive transcripts in terms of student comprehension, retention, and engagement? ▸How are educational institutions approaching audio description?https://3playmarketing.typeform.com/to/GPZree
Editor's Notes
- Almost half of respondents are juniors or seniors Almost 83% were undergrads
- disabilities: Over 75% said they struggle with maintaining attention 19% difficulty hearing may be inflated due to poor distribution techniques
- Nice balance of face to face and online - Significance of video in class
- About 29% said all/most/many: less than 1/3 27% not sure – we’ll look at that in a second
- When you pull out the subgroup of students who are not deaf/hard of hearing: still see a lot of benefits
- When you pull out the subgroup of ESL: 66% find them helpful. Second highest subgroup to deaf/hard of hearing. Other learning disabilities make a strong showing here, as well, as we’ve seen from some qualitative data.
- Helpfulness: pretty big difference in terms of how helpful people find captions 1500 respondents to captions; 1800 to transcripts Vast majority find captions helpful to some degree; comparatively, many more find transcripts not at all helpful Highest number of respondents said captions were very helpful; highest number said transcripts were not at all helpful Points to a big difference
- When looking at why students use captions: 65% say it helps them focus, 63% that it helps them retain information; 63% help with poor audio We’ll look at qualitative data in a minute
- Comes from qualitative data: And in that qualitative data, we had a little over 1,200 comments from students that we included in our analysis, and five main themes emerged from that. Quiet environment Poor quality, background noise, accents, speaks too fast, complex content Faster, saves time Disability accommodation Learning aid: accuracy, comprehension, retention, engagement Quotes: Environmental: “I don’t like playing videos with sound when I’m in an environment where doing so would be disruptive.” Video/audio quality: “Helps when a video has poor sound quality.” Instructor difficult to understand: “My professor has a slight accent that makes her words fast and jumbled.” Convenience: “I find it easier to read along with the videos rather than just sit there and listen to the professor talk.” Accommodation: “I’m dyslexic so it helps me to know that the notes I’m writing down are both spelled correctly and in the right syntax.”
- We also had a broad number of students who had kind of comments that were tied to specific learning benefits, and we broke those down further into these four categories of accuracy, comprehension, retention, and engagement Accuracy: “If I need to write down notes, I know exactly how to quote a video.” Comprehension: “It can help me deeply understand the lecture.” Retention: “By simultaneously reading and listening to the content, I am able to retain the information better.” Engagement: “They help me to focus on the video instead of just tuning out the noise.”
- Good diversity across the country Good diversity across institution type; no technical/trade schools Spread in terms of enrollment – had every option covered. Most were in the 10k – 20k range, but really well spread out About 80% came from public institutions Most had online courses of some kind – here you start to see “I don’t know.” But 38% had over 100 online courses. Some MOOCs as well – 25%
- Started by asking some general questions about video Do you inventory videos? That’s important when you start looking at captioning. Only 25% were sure they inventory videos Majority said no – or not sure. So that’s a big issue when you’re looking at captioning.
- Okay, so this is good – the clear majority is captioning at least some videos. 87% caption videos
- But honestly, it’s a bit concerning that 13% either aren’t or aren’t sure And then that becomes even clearer when you look at how many videos are being captioned: The vast majority says “some” or I don’t know” 2 people said none And so few are captioning all A little better for online, but still concerning Higher concentration of captioning in online courses Suggests institutions may be prioritizing online video
- Really across the board here 37% say yes If there are no formal guidelines, it’s really hard to create consistent, high quality captions
- Only 33% communicate them to creators “No” being so high is interesting for online, given earlier data that showed more online classes are captioned than face-to-face
- Disconnect: guidelines not communicated to creators; here, video creators create a lot of the captions
- Because the law is such a critical driver for many people to caption, we were curious to know more about how people understand the law and whether they’re complying ADA, Section 504, Section 508 Also noted state accessibility laws So here we see that about 80% are confident or very confident that they understand the law – and we’ll see soon what that understanding us. Not understanding is a key issue
- Remember that 80% were confident they understand, but the answers are all over the board. 50% say they have to caption all videos Note that only 8% are captioning all videos > slide 35 At least no one said they’re not legally required! Shows at least a basic understanding that there are requirements even if there is confusion
- Remember that 80% were confident they understand, but only 15% believe they are meeting those requirements Equally concerning that some people believe they’re not at all meeting requirements Only 17% believe they’re meeting or exceeding requirements
- So at the top of the list with almost 80% is to be in compliance with the law Followed closely by avoiding potential litigation (75%) Then below litigation is in response to accommodation requests. I personally expected that to be the #1 reason. I’m happy to see 62% at “to support the needs of all learners” And interesting – 3rd from the bottom is in “response to student demand that is not accommodation-related” Interesting based on student findings, that many students without accommodations requests find captions helpful for learning A lot of these responses are interesting, and I’m glad to see that a lot of these are on peoples’ lists
- Note that 75% and 78% are worried about litigation and compliance, respectively, yet only 26% monitor compliance. Fascinating to me based on the deep concern about litigation. 75% caption to avoid litigation; yet only 50% are monitoring compliance.
- No one is designated to ensure caption quality is really high here – makes you think back to the 50% who don’t check on compliance and 50% who don’t know the criteria for creating effective captioning ODS & creator are high on the list Automated software is on there as well. Yikes!
- Expected “it’s too expensive” and no budget to be through the roof. Also of note: everyone understands the need. No one said there was not a genuine need for captioning The biggest issue was lack of general awareness. So that’s something we hear a lot – that there’s an issue with faculty buy-in, getting administrative buy-in, disseminating information. Staffing & unclear whose responsibility it is are also high up, as well as administrative buy-in All point to a lack of organizational structure and centralization of accessibility & captioning
- $0! (11%) Pretty split And then where is the budget coming from? Disability Services definitely carries the brunt of the budget, but I think the 2nd highest response is interesting too In more than one office > issue of decentralization
- Again, we see accommodation being the root of the budget and the importance of captioning Compare this to how many said they were captioning proactively. Disconnect between budget & action? Points to a range of issues around budgeting and decentralization > look at that next Several people wrote in responses who answered “other”: We were given a set amount of funds and eventually backed by central funds to cover any cost overruns Demand We do not have a budget - it is a ground up effort across campus there is no budget directly, it is training budget based on a rolling accommodations budget We do not have a budget for this.
- Goes along with budget: captioned by request 38 said they are very confident or confident they understand requirements to caption 24 correctly identified the legal requirement as needing to caption all videos 7 said they are meeting requirements 5 said that all videos are captioned
- 55% here say it’s not systematic at all; another 30% say it’s only somewhat systematic. Only 12.5% said it’s systematic or very systematic.
- So we then wanted to look at whether the efforts are reactive or proactive; 62.5% said captioning is primarily reactive or more reactive than proactive. Only 12.5% said primarily proactive. Looking back to earlier data: 50% said their understanding of accessibility law was that it required them to proactively caption all videos So an issue here where centralization, lack of understanding, lack of policies, and disorganized budget really play into people who believe they need to be proactive instead being more reactive