Impact of Regional Language Subtitling on Learning Outcomes in MOOCs

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DOI: https://doi.org/10.63345/ijrsml.v13.i8.2

Dr. Deependra Rastogi

IILM University

Greater Noida, Uttar Pradesh 201306, India

 deependra.libra@gmail.com

Abstract

Massive Open Online Courses (MOOCs) have dramatically expanded access to higher education, enabling learners worldwide to engage with high‐quality content regardless of geographic or socioeconomic barriers. Despite this promise, the predominance of English‐medium instruction often poses substantial comprehension challenges for non‐native speakers, undermining both engagement and learning efficacy. Regional language subtitling (RLS) has emerged as a scalable pedagogical intervention designed to bridge these linguistic gaps by providing subtitles in learners’ native tongues alongside the original English audio. This manuscript reports on a large‐scale, randomized clinical trial involving 600 participants enrolled in an “Introduction to Algorithms” MOOC. Participants were evenly randomized into RLS and control cohorts, completing a series of module‐end comprehension quizzes, a proctored final exam, and a retention assessment four weeks post‐course. In addition, we measured cognitive load via the NASA‐TLX instrument, intrinsic motivation through the Intrinsic Motivation Inventory, and engagement metrics including video watch time and forum participation. Quantitative analyses reveal that the subtitled group outperformed controls on comprehension quizzes by 12.3% (p < 0.001), final exams by 8.7% (p = 0.003), and retention tests by 10.1% (p < 0.001). Effect sizes ranged from medium to large (Cohen’s d = 0.79–1.41). Survey data indicate that RLS learners experienced a 24% reduction in perceived cognitive load and a 15% increase in intrinsic motivation compared to the control group. Engagement metrics further demonstrate that subtitles correlate with a 13% increase in total video watch time and a 52% increase in forum participation. Qualitative feedback highlights improved confidence in tackling complex topics, deeper conceptual connections facilitated by mother‐tongue translation, and greater course completion satisfaction. These findings provide robust, empirical support for integrating high‐quality regional subtitles into MOOC platforms, underscoring RLS as a cost‐effective strategy to democratize digital education, reduce language‐based inequities, and foster sustainable learner engagement across diverse linguistic communities.

Keywords

Regional language subtitling; MOOCs; learning outcomes; comprehension; retention

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