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A total of 72 deaf college students viewed one video in each condition and completed posttest and pretest measures of comprehension. Performance improved from pretest to posttest after either caption type, yet comprehension did not differ between standard and expanded captions. Students accessed less than 20% of available expanded captions, and interviews indicated perceived learning benefits despite limited use.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effects-of-expanded-and-standard-captions/590516/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effects-of-expanded-and-standard-captions/590516.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What caption formats were compared in the study?","Question",{"text":112,"@type":113},"The study compared standard captions with expanded captions, where key terms were expanded using vocabulary definitions, labeled illustrations, or concept maps.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Did expanded captions improve comprehension compared with standard captions?",{"text":117,"@type":113},"No. Students performed better on posttests than pretests after either condition, but comprehension was not different between expanded and standard captions.",{"name":119,"@type":110,"acceptedAnswer":120},"Why might expanded captions not have led to higher comprehension?",{"text":121,"@type":113},"The paper reports that students accessed less than 20% of the expanded captions, suggesting insufficient access as one explanation for the lack of comprehension differences.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590516,1792166641,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","18504-AAD158.4_Fall2013 11/6/13 12:44 PM Page 453  \n| \u003Cbr>Stinson, M. S. , & Stevenson, S. (2013) . Effects of expanded and standard captions on deaf college students’comprehension of educational videos. American Annals of the Deaf, 158(4), xxx–xxx.\u003Cbr>EFFECTS OF EXPANDED AND STANDARD CAPTIONSON DEAF COLLEGE STUDENTS’ COMPREHENSION OF EDUCATIONAL VIDEOS\u003Cbr>T\u003Cbr>MICHAEL S. STINSON AND SUSAN STEVENSON\u003Cbr>BOTH AUTHORS ARE AFFILIATED WITH THE, NATIONAL TECHNICAL INSTITUTE FOR THE DEAF, ROCHESTER INSTITUTE OF TECHNOLOGY, ROCHESTER, NY. STINSON IS A PROFESSOR, MASTER OF SCIENCE IN SECONDARY EDUCATION DEPARTMENT; STEVENSON IS A RESEARCH ASSISTANT IN THE DEPARTMENT.\u003Cbr>WENT Y-TWO COLLEGE STUDENTS who were deaf viewed one instructional video with standard captions and a second with expanded captions, in which key terms were expanded in the form of vocabulary definitions, labeled illustrations, or concept maps. The students performed better on a posttest after viewing either type of caption than on a pretest; however, there was no difference in comprehension between standard and expanded captions. Camtasia recording software enabled examination of the extent to which the students accessed the expanded captions. The students accessed less than 20% of the available expanded captions. Thus, one explanation for the lack of difference in comprehension between the standard and expanded captions is that the students did not access the expanded captions sufficiently. Despite limited use of the expanded captions, the students stated, when interviewed, that they considered these captions beneficial in learning from the instructional video.\u003Cbr>Keywords: captioned video, supported eText, educational video, postsecondary students, technology,\u003Cbr>postsecondary education\u003Cbr>As mandated by law, virtually all television programs may now be viewed with captions. These captions are a text display of the audio component of the television program, which is generally displayed at the bottom of the television screen (Lewis & Jackson, 2001) . Captions maybe open, where everyone viewing the video sees the captions, or closed, where the viewer must set the closed-captioned decoder, which is contained in virtually all television sets, so that it displays captions. A major rea-\u003Cbr>son for the production of captions is to provide deaf people access to the audio component of television programming.(The term deaf is used in the present article to refer to the full range of individuals with hearing loss, including members of the Deaf culture.) Producers of captions and educators have both been concerned whether individuals who are deaf are able to understand captions that are presented at relatively fast speeds (e.g., greater than 140 words per minute) and that sometimes contain complex grammatical forms. This concern is based on the limited reading proficiency of many persons who are deaf (Ward, Wang, Paul, & Loeterman, 2007) .\u003Cbr>\u003Cbr>453 |\n| --- |\n|  |\n\nVOLUME 158, NO. 4, 2013 AMERICAN ANNALS OF THE DEAF  \n18504-AAD158.4_Fall2013 11/6/13 12:44 PM Page 454  \nEFFECTS OF EXPANDED AND STANDARD CAPTIONS  \n\n| A number of investigators have | of more proficient readers, but this | dents did not retain more information |\n| --- | --- | --- |\n| examined ways to modify captions to | was not the case for less proficient | when viewing expanded captions than |\n| improve deaf individuals’ comprehen- | readers. | when viewing standard captions. Fur- |\n| sion of videos. Some research on the | Another factor that may increase | thermore, students did not perform |\n| effects of captions on comprehension | deaf students’ comprehension of cap- | better on posttests than on pretests for |\n| has focused on whether the captions | tions is expansion of the amount of | either condition. |\n| have been edited to delete informa- | information available in the captions. | One reason that Anderson-Inman et |\n| tion viewed as nonessential and to sim- | Fels (2002) and Silverman and Fels | al. (2009","cbCaigtvPCDvK3kp","https://ap.wps.com/l/cbCaigtvPCDvK3kp","pdf",742408,16,"English","# Effects of expanded and standard captions\n## Caption types and accessibility\n## Study design and outcomes\n## Prior research and contributing factors","[{\"question\":\"What caption formats were compared in the study?\",\"answer\":\"The study compared standard captions with expanded captions, where key terms were expanded using vocabulary definitions, labeled illustrations, or concept maps.\"},{\"question\":\"Did expanded captions improve comprehension compared with standard captions?\",\"answer\":\"No. Students performed better on posttests than pretests after either condition, but comprehension was not different between expanded and standard captions.\"},{\"question\":\"Why might expanded captions not have led to higher comprehension?\",\"answer\":\"The paper reports that students accessed less than 20% of the expanded captions, suggesting insufficient access as one explanation for the lack of comprehension differences.\"}]","EFFECTS OF EXPANDED AND STANDARD CAPTIONS | PDF",1792069807]