Captions: On or Off?

True or False? Captions text should be “On” by default because some people like to read rather than listen.

False: Best practices for multimedia learning experiences include turning captions “Off” by default to allow learners the opportunity to learn simultaneously from the visuals and the audio.

A common misconception among many of my e-learning clients is that e-learning courses should have captions “On” by default. They reason that because some people prefer to read text rather than listen to voice over, we should always put the transcript on screen. The truth is that in well-designed multimedia programs with high-quality effective visual communication, having captions “Off” by default tends to create more effective learning experiences.

Here’s why:

1. Subtitled film effect

I thoroughly enjoy foreign films. And although I’m proficient at reading subtitles, while watching a film, the fact remains that when I’m reading subtitles, I’m looking away from the imagery of the film. I’m missing cinematography, the facial expressions, poignant edits, subtle camera shifts…in short, the visuals. subtitled film

Having captions “On” in e-learning modules hinders learning, in part because when learners are reading text, they are missing the visual content that – if well designed –has been created to convey information in ways that the voice over (text) cannot. If the visuals in your e-learning program are important to the learning experience, then don’t distract learners from that visual content by distracting them with captions to read. Turn captions “off” by default. (See this article for more research on split-attention effect.)

2. Inadequate use of visuals

If the visuals are not important to the learning experience, then you have a different issue altogether. If content is not being communicated visually (a talking head is presenting information verbally, for example) then you could argue that you’re not distracting learners from any content by allowing them to read instead of listen. In which case, I would suggest that you ask why the visuals are not critical to the learning experience.

One of the benefits of using multimedia is that we can teach through multiple channels (audio and visual). If your module is not offering the learner information through illustrations, animation, graphics, charts, tables, or visual metaphors – if you are only providing them verbal information (in the caption/voice over) – then you might need to redesign the multimedia components for greater effect.

3. Learner limitations

According to cognitive learning theory, our brains have limitations when processing new information. The human brain can process dual channels (auditory and visual), but we have difficulty simultaneously attending to multiple cues or in one channel. Research indicates that using pictures and spoken word is effective, but adding redundant written text overloads the visual channel and interferes with the processing of the picture. Studies indicate that redundant material increases cognitive load thus and interferes with – rather than facilitates – learning.
brain image
The challenge for educational multimedia designers is to use both channels of sensory processing effectively (sight and sound) without overloading either channel. This helps avoid split attention effect, cognitive overload, and redundancy.

Conclusion

Clearly, captions (or transcripts) can be useful in many situations such as in environments where audio is not available, for hearing impaired learners, or for learners for whom the audio is not in their first language. However, in general, for well-designed e-learning modules that follow best practices in multimedia design, captions “Off” by default is the most effective learning strategy.

References

Mayer, Richard E.; Moreno, Roxana. “A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory.” Journal of Educational Psychology, Vol. 90, No. 2. (June 1998), pp. 312-320.