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Quiz (2020) Subtitles



On Wednesday, March 24, BTS appeared on the Korean variety show You Quiz On The Block, where they played the classic "Guess The Mafia" game, discussed their trainee days, gushed about ARMYs, and even met one lucky ARMY in person! BTS is always breaking records, so it was no surprise their episode received the highest viewership ratings in the show's history since its premiere in 2018. And fans knew it was going to be good, which is why they bought all the ad spots during the program so there would be no commercial breaks. In case you missed the group's appearance (or just hope to watch it with English subtitles at some point), here's how to watch BTS' You Quiz On The Block episode with subs.




Quiz (2020) subtitles


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There were so many highlights during BTS' episode, and English-speaking fans can relive the fun again. The show's official YouTube channel uploaded the episode clips with English subtitles on Friday, March 26.


In this quiz show, the five hosts and the guest(s) put their general knowledge to the test.[5] They must correctly answer ten trivia questions given by the production team before they are allowed to leave the rooftop.[6] They are not allowed to use their phones to find the answers on the internet.


Subtitles help expand the audience of a video. Multilingual subtitles, for example, help a number of people to understand the message of the speaker without acquiring knowledge of the speaker's language. Although community captions were discontinued in September 2020, you may still want to share subtitles with another user. This wikiHow shows you how to create your own subtitle .txt file to send to a YouTube user.


Yes, it is available to subscribers on the manage account page as a PDF. We provide it to free trial users by request. The answer key currently includes answers to all K-8 paper quizzes and practice problems.


Live captions can be displayed in the player if the live event you are watching is being encoded by a live encoder that supports CEA 708 pass through captions and if the event's production team has set up a means to create those captions (for example: a live stenographer.) If this is the case, CC will be displayed and toggling it will show the captions just like their VOD counterparts. If you want to manually select them, click the captions/subtitles menu and choose Live CC.


The primary tool that instructors use for grading is called SpeedGrader, and it can be used to give students feedback (text as well as audio/video comments) on any assignment, online quiz, or graded discussion. Annotation tools are also available for file submission assignments.


Due to a language barrier, students might have difficulties understanding content, eventually excluding some of them and becoming less proficient in English. For example, when non-English speakers view video content in the English language without subtitles, their cognitive load is higher than when using subtitles (Liao et al., 2020), and they have less learning motivation (Kruger et al., 2017). Likewise, according to Nonthamand (2017), language proficiency was the biggest obstacle for Thai students when learning video content on a MOOC platform. To overcome these difficulties, some educators have created courses containing video lectures with captions to support local language learners. However, creating multi-language subtitles in foreign languages has not yet become a specific requirement for online lesson production.


As mentioned above, to overcome obstacles related to learning with educational or instructional videos in foreign languages and expand educational opportunities to make learning more boundless, this study aims to (1) experiment with the feasibility of using AI technology as an auto-subtitles system to facilitate online learning with educational videos. (2) Examine the effects of using the auto-subtitles system in educational videos to facilitate learning comprehension, cognitive load, and satisfaction. The research questions proposed in this study were as follows:


As mentioned above, ASR is the core engine of auto-captioning, which is also considered in this study. In previous studies, the effects of using ASR to improve language learning and learning performance (Kuo et al., 2012; Shadiev et al., 2014, 2015; Wang & Young, 2014), cognitive load (Chan et al., 2020) as well as visual attention and learning behaviour (Huang et al., 2014) have been examined. In addition to ASR, NMT has been studied to enhance performance in learning languages, including speaking and writing comprehension (Briggs, 2018; Lee, 2019; Niño, 2020) and reading comprehension (Fuji, 1999; Castilho & Arenas, 2018). However, there is currently a lack of research considering both technologies together. Therefore, this study intends to investigate the combination of ASR and NMT as an auto-subtitles system to facilitate learning.


The results of the quantitative analysis showed that students using the auto-subtitles systems had higher mean scores for learning comprehension on how well they could remember the content of videos than those in the no-subtitles group. Additionally, there was no statistically significant difference between the auto-subtitles systems group and the edited subtitles group in mean video content-learning comprehension scores. As a result, the effects of subtitles in learning, which influence learning comprehension, can be explained by the appearance of virtual-text information and translation, which are described further below.


As a consequence of the notions mentioned above, it was determined that there was no statistically significant difference in the level of cognitive load found between the different Thai subtitle formats (i.e., auto-subtitles, edited subtitles, and no subtitles) in this sample of computer science classrooms using educational videos in English.


This study aimed to examine 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. Based on the quantitative analysis and qualitative interpretation of this study, it was concluded that the auto-subtitles system that generated Thai language subtitles for English educational video facilitated higher learning comprehension, lessened cognitive load, and had an increased degree of satisfaction compared to editorial subtitles created by Thai natives.


You can upload subtitles and transcripts for any piece of media in Media Hopper Create - this guide has instructions on how to upload pre-existing subitltes to your media conent (for example captions downloaded from a Teams or Zoom recording): Using an existing subtitle file with content on Media Hopper Create


There is also automated captioning available, which can be requested through the Media Hopper Create interface for any content which you are the owner of, or are listed as a co-editor on. There is more information avaiable here: Requesting subtitles for your content


In May of 2020 we moved to a new subtitles editing interface. To edit subtitles requested before this date, click Actions under the video player and choose Edit from the dropdown menu. Navigate to the Captions tab, and click Edit Captions. All new automated subtitle requests can be edited by clicking Actions under the video player and choosing Caption & Enrich, then Edit next to your subtitle.


If you can understand 70-80% of the dialogue with French subtitles, challenge yourself by guessing the rest from context. Try to free yourself from the need to comprehend every word. This allows you to learn in a more enjoyable, intuitive way.


People who are deaf or hard of hearing rely on captions and subtitles to understand video content. But there are a lot of other great reasons for using captions. For example, you may have some learners who choose not to use the sound or they cannot use it without disturbing those around them. You may have some learners who are not native in your language or who have trouble understanding you. Closed captions and subtitles will allow these individuals to receive your message and understand it.


Poodll Subtitle is a subtitle editor for audio and video files in Moodle. Simply select the link or player for the audio or video file and click the Poodll Subtitle icon. The media and any existing subtitles will load. Add and edit subtitles, and when ready press the save button. The subtitle file will be saved in the HTML area.


When the audio/video is selected, and you click on the Poodll Subtitle icon, the subtitle editor will display. If subtitles are already present, they will load. If not the subtitle area will be empty. The subtitle editor can be resized by dragging on it's lower right corner.


Not all video players can play subtitles, and most audio players cannot. The Poodll filter has a range of video players and some audio players that can. Poodll video and audio players will display subtitles IF the video or audio was embedded as a media link.


The Moodle multi media plugins filter in Moodle defaults to using Video JS for audio and video. Moodle's Video JS player will display subtitles for video and audio IF the video or audio was embedded as a media player.


The display of subtitles should, as far as possible, match the onset and duration of the associated on-screen activity. Delays in either the onset or disappearance of subtitles can cause significant difficulties in following the programme. This is particularly important for dramas and other programmes with continuous changes of shot.


Studies show that viewers direct their attention to the subtitle area as soon as speech starts and may unnecessarily re-read subtitles that remain too long on the screen. Subtitles that appear or disappear very close to shot changes or that persist over unrelated scenes can cause considerable perceptual confusion. 041b061a72


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