Adaptation of Video Materials for Teaching Deaf and Hard of Hearing Students

Abstract

Problem and aim. The paper deals with the problem of adapting educational video materials for teaching deaf and hard-of-hearing students. The paper is aimed at identifying and justifying the theoretical bases for adaptation of video materials for teaching students with hearing impairment both during in-class learning and self-study. Methodology. The study was conducted at the Centre for inclusive education of Kalashnikov Izhevsk State Technical University, the experiment involved 11 hearing-impaired students majoring in “Mechanical Engineering”. The participants of the experiment were offered short educational socio-cultural videos of equal complexity, while first video was dubbed with subtitles, and the second one – with a sign language translation. In the first part of the experiment, participants were asked to give a brief summary of the material presented in the video in a free form. In the second part of the experiment, participants were asked to answer test questions on the content of video materials related to some details of the material presented. In conclusion, students were asked to answer questions about their preferences for dubbing video materials and the reasons for their choice. Results and discussion. The results obtained during this experiment demonstrate the preferred use of subtitles when adapting video materials for deaf and hard of hearing students. However, when complex abstract concepts appear in the video, subtitles do not make them easier to understand. In this regard, when developing electronic resources that include video materials, it is possible to provide for the combined use of sign dubbing and subtitles.

Designing E-Courses for Hearing Impaired Students: Practices and Challenges

“…Similar tests conducted in English gave similar results, with the difference between the graphical and textual representation of the information being even more significant . The analysis of the obtained results (Student's t-test) showed that the difference between the obtained results on the use of different types of dubbing is statistically significant (Krasavina et al, 2021).…”

“…Most of the students said that they do not have time to simultaneously monitor and correlate the image on the screen and sign interpretation. The difference in the speed of perception and processing of text subtitles and sign language interpretation can be explained by important differences between sign language and Russian (in this case, written) (Krasavina, Ponomarenko, Serebryakova, Zhuykova, 2021).…”