The Case for Captioned Lectures in Australian Higher Education
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Implementing video captions has become cheaper and more available, although automatic captioning still requires human editing.
“Although automatic captioning still requires human editing, implementing video captions has become cheaper and more available (Kent et al., 2018).”
From Exploring the role of generative AI in higher education: Semi-structured interviews with students with disabilities (2025) · cites this paper as Kent et al., 2018
Cites
Neuman, S. B., & Koskinen, P. (1992) · Reading Research Quarterly · doi:10.2307/747835 · Cited by 362 · see citing works
Captioned video for L2 listening and vocabulary learning: A meta-analysis
Montero Perez, M., Van Den Noortgate, W., & Desmet, P. (2013) · System · doi:10.1016/j.system.2013.07.013 · Cited by 347 · see citing works
Effects of captioning on video comprehension and incidental vocabulary learning
Montero Perez, M., Peters, E., Clarebout, G., & Desmet, P. (2014) · Language Learning & Technology · doi:10.64152/10125/44357 · Cited by 223 · cited 3× · see citing works
“The literature also demonstrates that captioning specifically increases vocabulary learning amongst second language learners (Montero Perez et al. 2014; Montero Perez et al. 2013).”
BackgroundWald, M. (2006) · Interactive Technology and Smart Education · doi:10.1108/17415650680000058 · Cited by 38 · see citing works
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Pierrès, O., Darvishy, A., & Christen, M. (2025) · Education and Information Technologies · doi:10.1007/s10639-024-13134-8 · Cited by 48 · see citing works
“Although automatic captioning still requires human editing, implementing video captions has become cheaper and more available (Kent et al., 2018).”
Systematic Review (2000 to 2021) of Online Accessibility Research in Higher Education
She, L., & Martin, F. (2022) · American Journal of Distance Education · doi:10.1080/08923647.2022.2081438 · Cited by 14 · see citing works
Universal Design for Learning and Accessibility: A Practitioner Approach
O'Shaughnessy, T. J. (2021) · Advances in Educational Technologies and Instructional Design · doi:10.4018/978-1-7998-7106-4.ch002 · Cited by 4 · see citing works
- Authors
- Kent, M., Ellis, K., Latter, N., & Peaty, G.
- Affiliations
- Curtin University (AU)
- Corresponding author
- Ellis, Katie
- Venue
- TechTrends
- Published
- 2017-10-10
- Volume
- 62
- Issue
- 2
- Pages
- 158-165
- ISSN
- 1559-7075 (ISSN-L)
- 8756-3894
- OpenAlex
- W2764052140
- Cited by
- 35
- References
- 4
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 5 · 2023: 9 · 2022: 6 · 2021: 3 · 2020: 4 · 2018: 3
- FWCI
- 11.11
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- TechTrends (publishedVersion)
- eSpace (Curtin University) (submittedVersion)
- Funders
- Curtin University Teaching Excellence Development Fund (32)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › Subtitles and Audiovisual Media
- Social Sciences › Safety Research › Disability Education and Employment
- Social Sciences › Education › Innovations in Educational Methods
- Keywords
- lecture recordings, higher education, online learning, deaf and hard of hearing students, disability, accessibility, mainstreaming, internationalization of higher education, Australian universities
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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