The effects of using an auto-subtitle system in educational videos to facilitate learning for secondary school students: learning comprehension, cognitive load, and satisfaction.

Abstract

While subtitles are considered a primary learning support tool for people who cannot understand video narration in foreign languages, recent advancements in artificial intelligence (AI) technologies have played a pivotal role in automatic subtitling on online video platforms such as YouTube. This study examines the effects of three different types of subtitles in the Thai language (i.e., auto-subtitles, edited subtitles, and no subtitles) on learning comprehension, cognitive load, and satisfaction to determine whether it is feasible to use AI technology as an auto-subtitles system to facilitate online learning with educational videos. To that aim, 79 Thai secondary school students from three Mathayom 5 (Grade 11) computer science classrooms participated in this study. This study used the static group comparison, which is the Posttest-Only Control Group Design. The results of this study found that the auto-subtitles system that generates Thai language subtitles for English educational videos has greater feasibility of implementation to facilitate online learning when compared to editorial subtitles by Thai natives. Therefore, Thai subtitles generated by the auto-subtitles system in English educational videos can facilitate students' learning comprehension, cognitive load, and satisfaction.