Audio Content and Learning

Article Contents

Audio as a learning medium has been, and continues to be, used pervasively. Audiobooks, lecture recordings, podcasts, and other audio content provide learners with rich content that they can listen to both at home and on the go.

Peculiarly, while video content and players often come with captions, it is unusual to find audio content and players accompanied by text alternatives.

Like with video players (see Video content and learning), the following considerations have a major impact on the inclusivity of audio players:

Take Away

Managing the Multi-modality of Video

Audio, unlike video, often comes simply as audio, without any complementing transcript. While many learners may find this sufficient for their needs, many others will not. Like with video content, we should consider students wanting to listen to audio but are circumstantially (e.g., in a quiet library space or at a loud cafe without headphones) or chronically (e.g., hard of hearing) unable to. In such scenarios, audio material is useless.

Thus, audio should ideally be composed of at least two layers of content:

  1. The standard audio track layer.
  2. A visual layer, in the form of closed captions, subtitles, and/or transcripts

Subtitles, Closed captions and Transcripts

Subtitles, closed captions, and transcripts provide users with a visual text track that they can read along with or separate from the audio track.

Subtitles are texts displayed simultaneous with the audio that is typically composed just of dialogue. Oftentimes, subtitles are translated into other languages for localization, which ensures the content is not exclusive to one particular language. This is also particularly helpful for learners who are both learning a new topic as well as a new language.

Closed captions are texts displayed simultaneous with the audio that includes both dialogue and other audio content (e.g., <jazz music playing in the background>, <loud crashing noise>).

Transcripts are the full text of audio, which are useful both while listening to and independent of the audio. Oftentimes, to offer increased readability, transcripts provide additional content structure that closed captions and subtitles do not (e.g., paragraphs, headings, etc.).

Audio player with captions and structured transcript

Figure 1: Audio player with captions and structured transcript.

Visual and Aural Considerations

Visual considerations

While audio content has no inherent visual considerations, the audio playing interface, captions/subtitles, and transcripts should be made as inclusive as possible. The various transformations for interfaces and text (see Learner needs and preferences) apply to audio subtitles, captions, transcripts and the audio playing interface.

These include:

Aural considerations

The space of what can be effectively and easily done to benefit aural inclusion is limited. The most fundamental preference option is volume control, but beyond that, one can also perform post-processing to even out volume, limit volume, and augment vocal frequencies.

Operability of the Audio Player

Ensuring that audio content can be consumed by a diversity of users and in a diversity of situations is important, but those efforts are in vain if the audio player itself cannot be easily operated.

Beyond basic usability considerations, audio players should ensure that:

Breaking the Forced Pace and Linearity of Audio

Audio content is, by default, intended to be consumed at a prescribed rate (one second of audio content consumed per one second of learning time), in a prescribed direction (specifically, in forward sequence). This prevents learners from learning at their own pace (since their pace must be exactly that of the learning content’s pace), as well as in their own arrangement (since the content must be consumed in the order that it was created).

Contrast this to books. Books can be consumed at the learner’s own pace (they can spend as much time reading a sentence as they’d like; and repeatedly, if they wish), and in their own arrangement (they can read a chapter on French art, and then another chapter on Japanese art, in that order, even if that was not the order of the book).

To break the pace and linear consumption of audio, we should use audio players with the following functionality:

(Additionally, audio players supporting structured content are also of value.)

Allowing for scannable content allows users to see both what’s ahead and what was already presented, without having to either wait for the audio to present it or listen to the audio all over again. Allowing learners to easily skip from point to point in the audio also gives them the chance to review previous material, or skip ahead to relevant material.

The combination of the two--scannable and skippable content--help to break the forced pace and linear consumption of audio content.

Case Study: Floe Audio Player Concept

The Floe audio player design concept would accomplish many of the goals of an inclusive audio playing platform. Some of the envisaged features include:

There are also future plans for audio annotation, structured audio (dividing the audio into chapters and sections), and bookmarks.

Floe audio player design showing captions and caption preview on scrub bar hover

Figure 2: Floe audio player design showing captions and caption preview on scrub bar hover

Floe audio player design showing enlarged captions and interface for readability

Figure 3: Floe audio player design showing enlarged captions and interface for readability

Floe audio player design showing an interactive, structured transcript

Figure 4: Floe audio player design showing an interactive, structured transcript