Redesigning Educational Videos for Deaf and Hard-of-Hearing Learners

Deaf and Hard-of-Hearing (DHH) learners face unique challenges in video-based learning due to the complex interplay between visual and auditory information in videos. Traditional approaches to making embedded audio in video content accessible to DHH learners rely on captioning, but such solutions often neglect the cognitive demands of processing both visual and textual information simultaneously for DHH learners. This paper introduces a set of motion-driven design ideas, aimed at support cognitive processing and improving video learning experiences for DHH learners. Through a formative study, we identified four key challenges, including misaligned content and visual overload, and proposed four design suggestions accordingly. Then, we conducted user studies with 16 DHH participants that found improving visual-audio relevance significantly enhance the learning experience by reducing physical and mental demand, alleviating temporal pressure, and improving learning satisfaction. We also found that guiding visual attention and centralizing essential text significantly improved learning satisfaction. However, further research is needed on pacing design; for example, pausing at key moments may yield different effects than evenly slowing down. Our findings highlight the potential of motion-driven design to transform educational content for DHH learners, and we discuss implications for more accessible video-based learning.