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Quality of the captions produced by students of an accessibility MOOC using a semi-automatic tool

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dc.contributor.authorPérez Martín, Jorge
dc.contributor.authorRodríguez Ascaso, Alejandro
dc.contributor.authorMolanes-López, Elisa M.
dc.contributor.orcidhttps://orcid.org/0000-0003-3217-8551
dc.date.accessioned2025-01-28T18:57:24Z
dc.date.available2025-01-28T18:57:24Z
dc.date.issued2020-07-05
dc.descriptionThe registered version of this article, first published in Universal Access in the Information Society (UAIS), is available online at the publisher's website: Springer Nature, https://doi.org/10.1007/s10209-020-00740-9
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en Universal Access in the Information Society (UAIS), está disponible en línea en el sitio web del editor: Springer Nature, https://doi.org/10.1007/s10209-020-00740-9
dc.description.abstractSome people have problems accessing multimedia services available on the web. Contributions to accessibility made by end users who lack institutional support in the design, production or deployment of media accommodations should be considered. The aim of our paper is to assess the quality of the captions produced using YouTube by non-professional subtitlers who only received basic training. We also identify potential improvements either in the subtitling tool or in the training resources, which could enhance the quality of the captions. We conducted a study in which 53 participants of a MOOC on digital accessibility used the automatic speech recognition (ASR) feature of YouTube to produce the captions for a video provided by the teaching staff. We assessed the quality of the captions produced by the students and then compared it with the quality of the captions produced by: (a) a human expert and (b) the ASR-based subtitling by YouTube. Students’ errors occurred mainly in the number of characters per line, the speed of the captions, failing to use a new line per participant, and not including sound effects. The course should warn students to use a new line per participant, teach them how to subtitle sound effects, specify the maximum number of characters per line of text, and inform that in some countries such as Spain, captions can be edited but in other countries this may not be possible. Our recommendations for the YouTube editor include improving both the user interface and the ASR, with a view to enhancing ongoing and future research.en
dc.description.versionversión final
dc.identifier.citationPérez-Martín, J., Rodriguez-Ascaso, A. & Molanes-López, E.M. Quality of the captions produced by students of an accessibility MOOC using a semi-automatic tool. Univ Access Inf Soc 20, 677–690 (2021). https://doi.org/10.1007/s10209-020-00740-9
dc.identifier.doihttps://doi.org/10.1007/s10209-020-00740-9
dc.identifier.issn1615-5297
dc.identifier.urihttps://hdl.handle.net/20.500.14468/25611
dc.journal.titleUniversal Access in the Information Society (UAIS)
dc.journal.volume20
dc.language.isoen
dc.page.final690
dc.page.initial677
dc.publisherSpringer Nature
dc.relation.centerE.T.S. de Ingeniería Informática
dc.relation.departmentInteligencia Artificial
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.es
dc.subject12 Matemáticas::1203 Ciencia de los ordenadores ::1203.04 Inteligencia artificial
dc.subject.keywordsmediaen
dc.subject.keywordsaccessibilityen
dc.subject.keywordsqualityen
dc.subject.keywordscaptionsen
dc.subject.keywordsauthoring toolsen
dc.subject.keywordsautomatic speech recognition (ASR)en
dc.titleQuality of the captions produced by students of an accessibility MOOC using a semi-automatic toolen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublicationfda2a608-1b8f-46a1-87cc-777559fcf158
relation.isAuthorOfPublication8cebd62d-365a-453d-9583-1018ad628963
relation.isAuthorOfPublication.latestForDiscoveryfda2a608-1b8f-46a1-87cc-777559fcf158
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