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2025-08-08
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info:eu-repo/semantics/openAccess
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Elsevier
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Resumen
Captions constitute one of the fundamental components of audiovisual accessibility. Ensuring that captions comply with applicable accessibility standards is an important and complex task that requires dedication and specific knowledge. It goes beyond checking whether or not the video has captions. This work aims to evaluate whether students can adequately assess the quality of captions for the deaf or hard of hearing. It analyses data from an activity of a MOOC on accessibility of digital materials, in which they assessed the quality of captions. It was a voluntary task within the course delivered through an Open edX platform. At the time of enrollment, the students were randomly divided into two groups (AB and BA) so that the cohort AB watched the well-captioned video first and then the poorly-captioned video (with identified errors only in relation to 11 requirements of the UNE 153010:2012 standard), and the cohort BA watched them the other way round. After watching each of the videos, 87 students responded to a survey of 18 items with a 5-point Likert scale. The experimental design was a randomized, triple-blind, crossover AB/BA study. The data were analyzed using a multilevel multiple ordinal regression model. The main conclusions are: (1) basic training on accessibility of multimedia learning materials enables students to perform a preliminary assessment of the accessibility of captions; (2) qualitative guidelines present fewer problems than quantitative ones when identifying accessibility problems; (3) novice evaluators tend to underscore some of the items in non-accessible captions, compared to accessible captions.
Descripción
The registered version of this article, first published in Computers and Education Open, is available online at the publisher's website: Elsevier, https://doi.org/10.1016/j.caeo.2025.100279
La versión registrada de este artículo, publicado por primera vez en Computers and Education Open, está disponible en línea en el sitio web del editor: Elsevier, https://doi.org/10.1016/j.caeo.2025.100279
This research is part of the Canal Fundación ONCE en UNED (ONCE Foundation Channel at UNED). This project is an initiative of the Royal Board on Disability of the Spanish Ministry of Social Rights, Consumer Affairs and 2030 Agenda, in collaboration with Fundación ONCE and Universidad Nacional de Educación a Distancia (UNED). J.P. received support from grant PID2019-110686RB-I00 from the Spanish Government.
La versión registrada de este artículo, publicado por primera vez en Computers and Education Open, está disponible en línea en el sitio web del editor: Elsevier, https://doi.org/10.1016/j.caeo.2025.100279
This research is part of the Canal Fundación ONCE en UNED (ONCE Foundation Channel at UNED). This project is an initiative of the Royal Board on Disability of the Spanish Ministry of Social Rights, Consumer Affairs and 2030 Agenda, in collaboration with Fundación ONCE and Universidad Nacional de Educación a Distancia (UNED). J.P. received support from grant PID2019-110686RB-I00 from the Spanish Government.
Categorías UNESCO
Palabras clave
online learning, accessibility, captions’ assessment, captions’ quality, MOOC
Citación
J. Pérez-Arteaga, E. Letón, J. Pérez-Martín, E.M. Molanes-López, A. Rodriguez-Ascaso, Assessment of captions’ quality by students of a MOOC on accessibility of digital materials, Computers and Education Open, Volume 9, 2025.
Centro
E.T.S. de Ingeniería Informática
Departamento
Inteligencia Artificial