Increased Content Knowledge of Students with Visual Impairments as a Result of Extended Descriptions

Abstract

The National Center for Accessible Media has developed a technology and protocol for inserting extended, enhanced descriptions of visually based concepts into artificially paused digital video. These “eDescriptions” describe material not fully explained by a narrator and provide analogies and explanation specifically designed for students who are visually impaired. In two experiments, fourth-grade students with visual impairments listened to video clips of narrated, age-appropriate curricular material with eDescriptions inserted along different organizational frameworks, as well as video with only standard narration. Students were first assessed on prior knowledge of the content to be covered in the videos. After three weeks, each student listened to the videos and answered questions assessing content acquired from the presentations. Students performed better on content tests for material that included eDescriptions than for material that only had standard narration. This effect was strongest when eDescriptions were placed prior to relevant material in a video. While the most effective strategy was using descriptions followed by the relevant video, both students and teachers preferred hearing a word first, followed by its definition. Other elements determined important to the creation of effective eDescriptions included selection of developmentally age appropriate vocabulary, length of individual eDescriptions, and overall length of a video when eDescriptions were added. The usefulness of eDescriptions for increasing acquisition of content information points to the need for further research into auditory description.

In-situ study of blind individuals listening to audio-visual contents

“…He found that the observable degree of regularity of words in the VD corpus might facilitate the automatic production of VD. Peli [25], Pettit [26], Schmeidler [27] and Ely [28] reported on evaluations done by the VII on the value and importance of VD.…”

Are synthesized video descriptions acceptable?

“…They have done research on the impact of extended descriptions on visually impaired children's comprehension [2] and have studied effective practices for adults in the descriptions of complex STEM graphics [3].…”

Perceptions of U.S. teachers of the visually imparied on commercially-produced, described video within educational multimedia.

“…Specifically, it has addressed description as a solution for access to video images within multimedia for students with visual impairments (Corn & Wall, 2002;DCMP, 2009;Ely et al;Hasselbring & Glaser, 2000; Media Access Group at WGBH, n.d.; Sapp, 2009). Previous research findings have indicated that today's digital curriculum has offered more flexible solutions for assuring students' access (Edyburn, 2010;Hitchcock, 2001;Pisha & Coyne, 2001;Rose, 2000Rose, , 2001Hitchcock, Meyer, Rose & Jackson, 2002).…”

“…Researchers suggested that these formal, language-specific, descriptions helped young students to better understand concepts and make sense of the visual content within the video that they otherwise might miss. Still, the researchers have recommended that much more research in this area is needed (Sapp, 2009;Ely et. al., 2006).…”

“…Video description, as related to assistive technologies (i.e., video description software programs) and to commercially-produced, described videos as accessible products, has also been under-utilized in educational settings (Described Captioned Media Programs, 2009;Ely, et al, 2006;Sapp, 2009). It was the purpose of this study to investigate the underutilization of commercially-produced, described video with educational multimedia for students with visual impairments and blindness.…”