Effects of captions, transcripts and reminders on learning and perceptions of lecture capture

Abstract

Lecture capture is popular within Higher Education, but previous research suggests that students do not always optimally select content to review, nor do they make the most of specific functions. In the current study conducted in the 2019/20 academic year, we used a repeated-measures crossover design to establish the effects of transcripts with closed captioning, and email reminders, on use (self-reported and system analytics), perceptions of lecture capture and student performance, as measured by multiple-choice question (MCQ) tests designed to assess the module learning outcomes. System analytics (N = 129) and survey data (N = 42) were collected from students alongside qualitative data from semi-structured interviews (N = 8). We found that students value lecture capture highly, but do not access it extensively during the teaching period. The availability of transcripts and closed captions did not impact the amount of capture use or performance on MCQ tests, but did result in more positive perceptions of capture, including increased likelihood of recommending it to others. The use of email reminders referring students to specific segments of capture and reminding them of the functionality had no impact on any measure, although qualitative data suggested that the content of reminders may be used in revision rather than during the teaching period, which fell outside the period we investigated. Collectively, these data suggest that the use of captions and transcripts may be beneficial to students by allowing dual processing of visual and audio content, and a searchable resource to help consolidate their learning but there is little evidence to support reminders.

Comparison of accuracy of machine-generated or human-generated captions of Zoom live lectures in a comparative theriogenology course

“…Students use captured lectures to permit them to listen to lectures that they were unable to attend in-person or at presentation, to ensure their own notes are accurate, to review complex or confusing subjects as they study, and to prepare for examinations. 1 23 -4 Availability of captions permits students to 'watch' the video in spaces where they cannot play the audio aloud (e.g. library or other quiet study space).…”

“…Acoustic and visual stimuli are processed in different areas of the brain and taking in information through both channels can strengthen learning as higher level neurologic processes must be employed to integrate and encode these different inputs into a coherent piece of knowledge. 1,8,9 Joint presentation of auditory and visual data increases comprehension compared to presentation of auditory data alone. 9 Captioning is accomplished by a human or through an automated system.…”

“…4,[23][24][25] Caption transcripts also are searchable that makes finding specific parts of lectures to be rewatched more efficient for learners. 1,23 Concerns have been expressed about cognitive load on students required to read captions while watching and listening to a video but students surveyed in a study did not report feeling undue pressure from this activity. 24 Caption transcripts may be generated without punctuation or other attention to what makes for a readable document.…”

“…In one study, transcripts were shown to be most valuable for learners if they were read while the students were hearing the video. 1 Some authors suggest that poor captions are worse than no written transcript at all as they may confuse the student regarding what is correct and trying to read the poorly transcribed wording may distract the student from hearing important information. 4,11 All transcripts should be evaluated for accuracy and edited as needed; faculty must be given time to complete this as part of their teaching effort.…”