Participant #: ____________________________
| Standard ASL Video | Acted ASL Video | |
| Comprehensibility of content | ||
| Visual appeal of ASL | ||
| Component Ability to engage with material | ||
| Difficulty/Ease attending to the ASL Actor and video simultaneously | ||
| Clarity of ASL image | ||
| Understanding of ASL Actor |
| Dislike | Like | Did not notice | |
| Subject matter | |||
| Characters | |||
| Plot | |||
| Use of Costumes by ASL actors | |||
| Borders around the videos | |||
| Quality of ASL ÒenunciationÓ |
Standard ASL _____________________________
Acted ASL _____________________________
Control over ASL presentation (i.e. size, position)_____________________________
Standard ASL
1 2 3 4 5
User-determined settings (i.e. position)
1 2 3 4 5
Acted ASL
1 2 3 4 5
Standard ASL
Yes No
User-determined settings
Yes No
Acted ASL
Yes No
| ASL Video Above Main Video | OR | ASL Video Below Main Video |
| ASL Video Near Main Video; | OR | ASL Video Apart from Main Video |
| ASL Video Smaller than Main Video | OR | ASL Video Larger than Main Video |
| ASL Video with Border | OR | ASL Video without Border |
| Category | Sample Comment | ||
| Quality of interpreter/actors presence and expression | Good facial expression. | ||
| The character looks mad but the interpreter is not showing it. | |||
| Interpretation quality (speed, novel signs) | The interpreter keeps up well. | ||
| That is the wrong sign. | |||
| Ease of using video interface (video control buttons) | The reverse is useful. | ||
| How do I stop this thing? | |||
| Viewing preferences (position, border, size, proximity) | I like being able to move the ASL window. | ||
| There are too many choices. | |||
| Technical issues with video (synchronicity, visibility) | Good lighting. | ||
| The interpretation is not in synch with the video. | |||
| Content of video | It makes sense. | ||
| Boring. | |||
| Acted vs interpreted ASL content (comparison, busyness) | Acted | ||
| Interpreted | |||
| Closed Captioning Requested | You should have captions too. | ||