Subtitles for access to education : the impact of subtitles, subtitle language and linguistic proficiency on cognitive load, comprehension, reading and processing in different styles of asynchronous, online university lectures
Online lectures play a key role in today’s education. They can usually be viewed and reviewed at the leisure of the learner and they are able to reach wider audiences across the globe. To cater to these wider, more multicultural and multilingual audiences, an increasing number of higher education institutions are starting to use English as a medium of instruction (EMI). However, EMI might negatively influence learning performance for students with limited proficiency. Subtitles may help to overcome this language barrier, but how these fare in different online lectures is still underexplored. Moreover, few guidelines exist on how to design online lectures, meaning it is not an easy endeavor for a lecturer to produce an effective subtitled online lecture. While there are some cognitive theories that may provide guidance, more research is required to compare different styles of lectures and examine the effect and interactions subtitles have in these lectures. This project examines the impact of the presence and language of subtitles on comprehension, subjective cognitive load, reading and cognitive processing in different styles of online lectures. This goal relates to three knowledge gaps: (1) the effect of subtitles on comprehension and cognitive load in education; (2) how subtitles are read and processed in different contexts; and (3) how different lecture styles combined with subtitles impact viewing and processing. In addition to addressing these knowledge gaps, this project presents a new stepwise approach to prepare experimental AVT research. Specifically, this project consists of a number of experiments to set out a methodological approach and two main eye tracking studies to address the knowledge gaps above. The first main experiment was conducted with L2 English speaking students in Belgium and explored the effect of the presence and language of subtitles (intralingual/English vs interlingual/Dutch) in two distinct lecture styles (talking head vs voice-over PowerPoint). It focused mainly on comprehension, subjective cognitive load and visual attention distribution of students watching these recorded lectures. Additionally, students were interviewed to examine their perceptions of subtitles in different online lectures. The second experiment was conducted with L1 English speaking students in Australia and explored the effect of three different lecture styles (talking head, voice-over PowerPoint and composite/picture-in-picture) with English subtitles on comprehension and subjective cognitive load, but also on viewing, reading and cognitive processing. With these two experiments, the project attempts to comprehensively answer questions about the impact of subtitles and lecture styles in online education.
Antwerp : University of Antwerp & Macquarie University , 2023
ix, 197, L p.
Supervisor: Schrijver, Iris [Supervisor]
Supervisor: Robert, Isabelle [Supervisor]
Supervisor: Kruger, Jan-Louis [Supervisor]
Supervisor: Orlando, Marc [Supervisor]
Supervisor: Parrila, Rauno [Supervisor]
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Creation 18.10.2023
Last edited 19.10.2023
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