Types Of Captions Research Articles

“Be your best self – but be hot while doing it”: influencers pairing motivational captions with sexualized images

ABSTRACT Influencers are pairing motivational captions with sexualized imagery in a recent Instagram trend. The negative impact of thin-ideal social media images paired with fitspiration captions (i.e. fitness-based captions) or disclaimer captions (i.e. warning labels) on women has been established; however, this study explored a new caption: the motivational caption. Unlike their accompanying images that emphasize a sexualized, thin-ideal body, motivational captions do not mention appearance but instead provide (seemingly) uplifting content. Utilizing an experimental survey, 589 emerging adult women were randomly assigned to view sexualized photos paired with one of three caption types: sexualizing, motivational, or neutral. Participants reported mood pre- and post-exposure, appearance comparison, self-objectification, belief that sex is power, and impressions of models. Findings revealed mood worsened in the sexualizing caption condition pre- to post- exposure compared to neutral captions. Women in the motivational caption condition reported more positive impressions of the models than women in the sexualizing caption condition. The discussion explores the potential implications of an influencer’s sexualized image/motivational caption’s implied message: in order to achieve mental/emotional success, you must also achieve a sexualized physical self. Further, findings shed light on how alternative options for caption framing affect mood and well-being.

#workoutathome: How Instructions in the Captions of Fitfluencers’ Posts Impact Adolescents’ Body Satisfaction and Intention to Exercise

ABSTRACT The present study examines how content of fitfluencers can be employed to improve body satisfaction and intention to exercise among adolescents. Specifically, this experimental study (N = 114 adolescents, age: 16–18) compares the effects of fitfluencer content with instructional captions that contain exercise or workout instructions (as a form of edutainment) with those of self-focused fitfluencer captions that emphasize the fitfluencer’s appearance. These two types of captions are found to induce no significant differences in either body satisfaction or intention to exercise. In addition, there were no significant indirect effects via state appearance comparison or self-efficacy. The results do show that less state appearance comparisons increase body satisfaction, and that more self-efficacy increases body satisfaction and intention to exercise. The results suggest that instructions in fitfluencer captions do not differ from self-focused captions in their effects on body satisfaction and intention to exercise among adolescents.

AI vs. human translation: Shaping the future of language learning through AI-generated bilingual captions

The impact of captions on language learning is one of the key research topics today. Researchers have found that the use of different types of captions will cause different learning effects on learners, and the order of using captions will also have different effects on language ability development. With the constant development of today’s artificial intelligence technology, however, there is still a research gap in the relevant issues of AI-generated captions. Therefore, this paper summarizes and analyzes the research related to artificial intelligence and captions and explores the relationship between AI-generated bilingual captions and English learners’ language learning. The study found that although AI-generated translation still has some shortcomings, its positive effect on English learners’ language learning is very obvious. Compared with manual translation, AI translation may be able to better mobilize learning enthusiasm and help ESP learning. In addition, teachers and learners are advised to use AI translation more flexibly and pay attention to some words that are easily mistranslated, such as cultural vocabulary and emerging vocabulary.

Effectiveness of captioned videos for incidental vocabulary learning and retention: the role of working memory

Working memory (WM) may be an essential component of incidental vocabulary learning and retention from captioned videos. However, how WM affects young learners’ incidental vocabulary learning under different types of captions remains unclear. The present study employs a between-subject research design. The main purpose is to examine how two types of WM— phonological short-term memory and complex WM—impact vocabulary learning outcomes incidentally learned and retained from three types of captioning: (1) glossed captions (GCs), (2) full captions (FCs), and (3) keyword captions (KCs). A total of 125 young learners (M age = 12.17, SD = 1.06) watched four videos and completed two vocabulary tests administered as pretest, posttest, and delayed tests. After treatment, participants completed two WM tasks: (1) an operation span test for measuring complex WM, and (2) a nonword repetition test for measuring phonological short-term memory. The findings reveal that (1) captioning types, particularly GCs, led to the best outcome in incidental vocabulary learning and retention, and (2) phonological WM provided a more predictive effect on incidental vocabulary learning and retention than complex WM. Phonological and complex WM may have different predictive effects on incidental vocabulary learning and retention under different types of captioning. Relevant implications were discussed based on these results.

Towards a More Inclusive Learning Environment: The Importance of Providing Captions That Are Suited to Learners' Language Proficiency in the UDL Classroom.

Captions have been found to benefit diverse learners, supporting comprehension, memory for content, vocabulary acquisition, and literacy. Captions may, thus, be one feature of universally designed learning (UDL) environments [1, 4]. The primary aim of this study was to examine whether captions are always useful, or whether their utility depends on individual differences, specifically proficiency in the language of the audio. To study this, we presented non-native speakers of English with an audio-visual recording of an unscripted seminar-style lesson in English retrieved from a University website. We assessed English language proficiency with an objective test. To test comprehension, we administered a ten-item comprehension test on the content of the lecture. Our secondary aim was to compare the effects of different types of captions on viewer comprehension. We, therefore, created three viewing conditions: video with no captions (NC), video with premade captions (downloaded from the university website) (UC) and video with automatically generated captions (AC). Our results showed an overall strong effect of proficiency on lecture comprehension, as expected. Interestingly, we also found that whether captions helped or not depended on proficiency and caption type. The captions provided by the University website benefited our learners only if their English language proficiency was high enough. When their proficiency was lower, however, the captions provided by the university were detrimental and performance was worse than having no captions. For the lower proficiency levels, automatic captions (AC) provided the best advantage. We attribute this finding to pre-existing characteristics of the captions provided by the university website. Taken together, these findings caution institutions with a commitment to UDL against thinking that one type of caption suits all. The study highlights the need for testing captioning systems with diverse learners, under different conditions, to better understand what factors are beneficial for whom and when.

Video Captioning Effects on EFL Listening Comprehension and Vocabulary Learning

This study investigated how enhanced video captioning types affected comprehension and vocabulary acquisition regarding form recognition, meaning recall and meaning recognition. 158 low-intermediate Chinese EFL undergraduates were randomly assigned to English captions (EC), English captions with highlighted target words and L1 gloss (ECL1), Chinese and English captions (CEC), Chinese and English captions with highlighted target words (CECGW), and no captions (NC). For listening comprehension, results revealed the CECGW scored higher than CEC, EC and NC while the NC performed lower than other groups with statistical significance. Captioned videos and videos bilingually captioned with glossed target words aided listening comprehension. For form recognition in vocabulary tests, no statistically significant differences were detected across the caption types. ECL1 was the most effective in meaning recall and recognition. Pedagogical implications are proposed for teachers’ adoption of L1 in captioned videos for learners’ optimal learning.

Eficacia de los subtítulos mejorados textualmente en el aprendizaje de vocabulario de estudiantes chinos de inglés como lengua extranjera

This study employed mixed-methods approach to investigate the impact of textually-enhanced captions on EFL learners’ incidental vocabulary gains and learners’ perceptions of the captioning usefulness in a multi-modal learning environment. 133 Chinese EFL high school learners of the low-intermediate level were randomly assigned to English captions with highlighted target words and L1 gloss (ECL1), Chinese and English captions (CEC), Chinese and English captions with highlighted target words (CECGW), and no captions (NC). Our quasi-experimental findings did not detect any significant differences among the caption types on vocabulary form recognition while ECL1 was found the most effective in meaning recall and recognition. Captioning types and learners’ language proficiency exerted medium-to-large effects on meaning recall and meaning recognition. Our qualitative data suggested the participants generally viewed captioned videos positively, with variability in perceptions of concurrent presentation of information. The saliency of L1 gloss could direct the viewers’ attention to the semantic features of a word and reinforce sound-form-meaning connections. Videos lacking L1 glosses of target words had relatively little effect on learners’ vocabulary learning while more textual inputs might not necessarily result in vocabulary gains. Pedagogical implications are proposed for teachers’ adoption of L1 in captioned videos to enhance learners’ learning effectiveness.

TypeFormer: Multiscale Transformer With Type Controller for Remote Sensing Image Caption

Image captioning in remote sensing can help us understandthe inner attributes of the objects and the outer relations between different objects. However, the existing image captioning algorithms lack the ability of global representation, and cannot obtain object relations over long distances. In addition, these algorithmics generate captions randomly without consideration of the specific demands. To this end, we propose a pure transformer architecture with caption type controller for remote sensing image captioning. Specifically, a multi-scale vision transformer is adopted for the image representation, where the global and detailed content can be captured with multi-head self-attention layers. A transformer decoder is then introduced to successively translate the image features into comprehensive sentences. The optional block called the caption type controller is designed to consider the types of captions through caption type matrix sets according to the demands, embedding the learnable sentence feature with the required type. The comparison and ablation experiments conducted on the Remote Sensing Image Captioning Dataset (RSICD) dataset demonstrate that the proposed framework outperforms the current state-of-the-art image captioning methods. The experiments conducted on the FloodNet caption dataset further illustrate that the proposed methods can effectively generate specific types of captions.

Hybrid Caption Including Formula or Figure for Deaf and Hard-of-Hearing Students

Captions, which are used as a means of information support for deaf and hard-of-hearing students, are usually presented only in text form. Therefore, when mathematical equations and figures are frequently used in a classroom, the captions will show several demonstrative words such as “this equation” or “that figure.” As there is a delay between the teacher’s utterance and the display of the captions sometimes, it is difficult for users to grasp the target of these demonstrative words accurately. In this study, we prepared hybrid captions with mathematical equations and figures and verified their effectiveness via a comparison with conventional text-only captions. The results suggested that the hybrid captions were at least as effective as the conventional captions at helping the students understand the lesson contents. A subjective evaluation with a questionnaire survey also showed that the experimental participants found the hybrid captions to be acceptable without any discomfort. Furthermore, there was no difference in the number of eye movements of the participants during the experiment, suggesting that the physical load was similar for both types of captions.

INCIDENTAL ACQUISITION OF MULTIWORD EXPRESSIONS THROUGH AUDIOVISUAL MATERIALS

AbstractThere has been limited research on the efficacy of captioned second language (L2) television in facilitating the incidental acquisition of multiword expressions (MWEs). The present study aims to fill this gap. Additionally, this study examines the role of typographic enhancement and repetition. One-hundred and twenty-two L2 learners were assigned to one of six conditions that differed in terms of caption condition (no captions, normal captions, enhanced captions) and the number of times they watched the same video (once, twice). The participants took a cued MWE form recall test before watching the video, immediately and 2 weeks after watching it. A content comprehension test was also administered. Compared to single viewing, repetition resulted in better content comprehension as well as better acquisition of MWEs. Both caption types positively influenced MWE recall relative to watching the video without captions, but typographic enhancement reduced the benefits of captions for content comprehension.

Visual and cognitive processing of thin-ideal Instagram images containing idealized or disclaimer comments

Recent studies have demonstrated that exposure to thin-ideal social media content is associated with decreased body satisfaction, and disclaimer comments have been a proposed intervention. This experiment uses eye-tracking methods to explore the effect of disclaimer comments on participants’ processing of thin-ideal Instagram images. Women ages 18–35 (N = 181) were randomly assigned to view thin-ideal Instagram images paired with one of two caption types: traditional comments that idealized the images, or disclaimer comments that critiqued the images as unrealistic. Participants’ eye movements were tracked during viewing. Following exposure, participants reported their anxiety about specific body regions, as well as their perceptions of social pressure for thinness. Post-test body anxiety and perceived pressure for thinness did not differ based on experimental condition. Results indicated some differences in message processing, with similar visual attention to the model across conditions but greater attention to the comment in the disclaimer condition. Attention to the model’s thighs was associated with increased body anxiety about the thighs in both conditions, whereas attention to the model’s waist was associated with increased body anxiety about the waist only in the Idealized Comment condition. This indicates that the disclaimer comments were somewhat, but not entirely, effective.

CHARACTERISTIC OF INTERACTION STIMULANT FACTORS ANALYSIS ON SOCIAL MEDIA INSTAGRAM ACCOUNT @DITJENPAJAKRI

Consciously or not, the social media era has moved the flow of information to their gadgets. Indonesia has been ranked third as an active user of social media Instagram. So, currently both personally and institutionally it is not unusual to have an Instagram account such as the Republic of Indonesia Directorate General of Tax with account @ditjenpajakri. Exactly, the beneficiary of the account has become an interactive medium that increases popularity to encourage trust and conversion tax in Indonesia towards the tax-aware generation. Therefore, the purpose of this study is to determine the characteristics of interaction stimulant factors on the @ditjenpajakri account with the content analysis method on various components that encourage interaction in 504 posts in 2018. The results of the research reveal that the booster component of the @ditjenpajakri account interaction consists of the type of photo/image, the number of likes/love and followers/comments, types of captions, and hashtag.

Effects of L1/L2 Captioned TV Programs on Students’ Vocabulary Learning and Comprehension

This study investigated the effects of different types of captions on English as a Foreign Language Learners’ (EFL) vocabulary learning and comprehension. Eighty students in a Chinese university participated. Students were divided into four groups with two classes of freshmen, one class of juniors, and one class of graduate students. Each group watched four video clips with four caption conditions: L1 Chinese, L2 English, dual (L1 and L2), and no captions. The order and caption conditions were counterbalanced. The purpose of the study was to find which caption condition is more effective for EFL learners. Four by four mixed ANOVAs were used to compare the differences among the four conditions and groups. Results indicated that students’ performances were statistically significantly different across captions and class levels. In general, students in L1, L2, and dual captions statistically outperformed the no caption condition in vocabulary and comprehension. Results of the effects of L1, L2, and dual captions on vocabulary learning and comprehension were mixed. The pedagogical implications of using authentic TV series and multimedia captions were discussed.

The effects of video caption types and advance organizers on incidental L2 collocation learning

This study examined the effects of captioned videos and an advance-organizer strategy in incidental learning of collocations. Videos were enhanced by (1) inserting various types of captions (i.e., full captioning, keyword captioning, and no captioning); (2) administering or not administering an advance-organizer activity prior to video viewing; and (3) the combined effects of these two variables. This study adopted a 2 (+/− advance-organizer strategy) × 3 (types of captioning) between-subjects design, resulting in six possible conditions. A total of 361 Chinese primary school students learning English as a second language (L2) each watched a series of four videos in one of the six conditions. Data from the post-intervention test revealed that full captioning led to better performance in incidental learning of collocations than keyword captioning or no captioning. Administering the advance-organizer strategy resulted in better collocation learning gains compared to no administration. Learners who completed the advance-organizer strategy in the full-captioning condition achieved the best results on incidental learning of collocations. Incidental learning of collocations occurs at a rate similar to the learning of single words. This article highlights the importance of fully captioned videos and an advance-organizer strategy for incidental learning of collocations among primary school L2 learners.

Hidden narratives; Personal albums from the KITLV collection and their captions

This article examines captions found in the various personal albums in the KITLV photo collection (Koninklijk Instituut voor Taal-, Land- en Volkenkunde / Royal Netherlands Institute of Southeast Asian and Carribean Studies). The article shows that two types of captions can be distinguished: descriptive or identifying and commentary or reflective captions. These captions are an important part of the albums’ materiality and composition. Hence, captions turn the albums into autobiographical objects for both compiler and intended audiences. It is argued that photo albums and their image content should not be read separately from the captions either physically or digitally in image databases.

Effects of video captioning on EFL vocabulary learning and listening comprehension

This study investigated how video caption type affected vocabulary learning and listening comprehension of low-intermediate Chinese-speaking learners of English. Each video was presented twice with one of the five caption types: (1) no caption (NC), (2) full caption with no audio (FCNA), (3) full caption (FC), (4) full caption with highlighted target-word (FCHTW), and (5) full caption with highlighted target-word and L1 gloss (FCL1), where gloss was presented simultaneously with full caption. The results showed that caption type did affect vocabulary learning. FCL1 facilitated the learning of both word form and meaning in a multimedia listening activity. FCHTW increased attention to word form at the expense of word meaning. Videos with either captions (FCNA) or audio (NC) were not helpful for the learning of written words, indicating that presentation of verbal information through two modalities (audio plus text) was superior over single-modality presentation. While caption type had no impact on listening comprehension, concurrent presentations of video, audio, and captions did not overload the learners in the FC condition, suggesting that selective attention might be allocated to different parts of the visual stimuli during the first and second exposure to the videos. Additionally, the presence of highlighted words and glosses in the captioning line might direct learner attention to vocabulary rather than video content.

How Hearing Impaired People View Closed Captions of TV Commercials Measured By Eye-Tracking Device

We conduct experiments to measure effects of various types of closed captions for Japanese TV commercials using eye-tracking device. The experiment materials are real TV commercials, and 92 hearing impaired people participate in the experiments. We prepare six TV commercials, each of them captioned in four different ways: no closed captions and three types of captions, which are fully captioned (horizontal), partially captioned (horizontal), and fully captioned vertically. The participants watch them in silence using eye-tracking device, accompanied by a questionnaire asking about caption readability for two CMs. We define Areas of Interest (AOIs) as the caption lines and record fixation counts in AOIs and visit counts to AOIs. The results show that there are no statistically significant differences among the three types of captions on both fixation and visit counts, which means the participants watch the CMs similarly. However, further analyses of the data suggest some characteristics of the way the hearing impaired participants view the CM captions. The questionnaire reveals that there are significant differences among the three types of captions for a detergent CM, where partially captioned CM scores higher than the others in readability.

ANÁLISE TENSIVA DAS RELAÇÕES ENTRE IMAGENS E LEGENDAS EM ASTROFÍSICA

A descrição semiótica que proporemos, neste trabalho, incide sobre três tipos de textos de legenda que pertencem ao discurso científico lato sensu da área astrofísica. O propósito é analisá-las com as ferramentas propostas pela semiótica tensiva, desenvolvida por Claude Zilberberg e Jacques Fontanille, a fim de estabelecer os critérios tensivos sobre os quais poderíamos efetuar uma diferenciação genérica entre estes discursos.

A Study on Caption Types of TV Entertainment Programs - Focused on Favorite Programs According to Age Groups -

A Study on Caption Types of TV Entertainment Programs - Focused on Favorite Programs According to Age Groups -

Verbatim, Standard, or Edited?: Reading Patterns of Different Captioning Styles Among Deaf, Hard of Hearing, and Hearing Viewers

One of the most frequently recurring themes in captioning is whether captions should be edited or verbatim. The authors report on the results of an eye-tracking study of captioning for deaf and hard of hearing viewers reading different types of captions. By examining eye movement patterns when these viewers were watching clips with verbatim, standard, and edited captions, the authors tested whether the three different caption styles were read differently by the study participants (N = 40): 9 deaf, 21 hard of hearing, and 10 hearing individuals. Interesting interaction effects for the proportion of dwell time and fixation count were observed. In terms of group differences, deaf participants differed from the other two groups only in the case of verbatim captions. The results are discussed with reference to classical reading studies, audiovisual translation, and a new concept of viewing speed.