Analysis of the Gaze Behavior of Deaf and Hard-of-Hearing Students During a Captioned Lecture
Analysis of the Gaze Behavior of Deaf and Hard-of-Hearing Students During a Captioned Lecture
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聋哑学生在字幕讲座中的注视行为分析
DOI：
10.1007/978-3-030-58805-2_24
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Shionome Takeaki
中科院分区：
文献类型：
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作者：
Wakatsuki Daisuke;Arai Tatsuya;Shionome Takeaki
字幕是让聋人和听力障碍的观众获得听觉(音频)信息的关键工具。在课堂环境中，听力正常的人可以在听讲座时参考白板和文件来有效地结合信息，而听力障碍的人则不能。在讲座中，听力障碍的人比听力正常的人需要更多地移动眼睛(凝视方向)。本研究的目的是调查聋人和重听者在字幕讲座中的凝视行为的趋势和特点。在实验中，我们分析了凝视行为，从凝视次数和持续时间的角度，与以下凝视目标(凝视点)有关：有幻灯片的讲师(L)，讲义(H)和字幕(C)。此外，我们创建了混合字幕，其中幻灯片的部分被剪切并插入到文本块之间，以减少眼动(EM)。这项研究比较了观看混合字幕的受试者和观看普通文本字幕的受试者的凝视行为。这两个标题的凝视行为本质上是相似的。研究结果表明，学生的凝视行为不是循环的，而是以L为中心的往返行为，L是讲座内容的来源。此外，研究表明，混合字幕可以被无缝地接受，并以与正常字幕相似的方式使用，尽管它们并不能减少EMS造成的疲劳。
Captions are key tools for allowing deaf and hard-of-hearing audiences to obtain aural (audio) information. In a classroom setting, people with normal hearing can listen to the lecture while referencing the white/blackboard and documents to effectively combine the information, whereas those with hearing impairments cannot. During lectures, people with hearing impairments need to move their eyes (gaze direction) more than those with normal hearing. The purpose of this study is to investigate the tendency and characteristics of gaze behavior of deaf and hard-of-hearing persons during captioned lectures. In the experiment, we analyzed the gaze behavior, in terms of the gaze count and duration, in relation to the following gaze targets (points of gaze): a lecturer with slides (L), handouts (H), and captions (C). Furthermore, we created hybrid captions, wherein parts of the slide were cut out and inserted between chunks of text to reduce eye movement (EM). The study compared the gaze behavior of subjects viewing the hybrid captions to that of subjects viewing normal text-only captions. The gaze behavior for both captions was essentially similar. The analysis of the findings showed that the gaze behavior was not cyclic; instead, it was roundtrip-type behavior centered aroundL, the source of the lecture content. Additionally, the study suggested that hybrid captions were seamlessly accepted and used in a similar manner as normal captions, even though they did not reduce fatigue caused by EMs.