研究結果: 有字幕影片在字幕區有較多的停留時間百分比及凝視點百分比，且英文學習相較於數學科更依賴有意義的字幕，依賴程度也隨高低認知負荷而變；不同字幕類型及教學科目對學習結果沒有顯著差異。我們提供設計多媒體教材的方向，也期待未來在字幕的教學研究上有更多不同的發想。
Background: For Taiwanese, watching subtitled television programs is widespread. But there have been only a few studies on subtitles in Taiwan in the past. It is often claimed that watching subtitled films helps learning a second language. However, there is little discussion about the help of subtitles in learning in other subjects (e.g., math).
Research purpose: An eye tracking study was conducted to evaluate the effects of subtitle, study subject and cognitive load on overt attention and comprehension of learned materials.
Methods: One hundred and ninety students were randomly assigned to 3x2 groups (subtitle conditions x subjects). Participants watched two 5-min lecture videos with high and low cognitive load, counterbalanced across participants. Finally, a comprehension test and self-reported questionnaire were issued to assess participants’ comprehension of learned materials and the cognitive load of lecture videos.
Results: The result shows that the percentage of dwell time and the percentage of fixations of subtitled videos in the subtitle area were more than non-subtitled and meaningless subtitles, particularly in second-language lecture video. The comprehension test showed no significant differences between subtitle conditions and studies subjects. We provide directions for designing multimedia teaching materials, and we look forward to more different ideas in the future of subtitle research.
