Abstract:

This mixed-methods experimental study investigates the cognitive and experiential impacts of combining audio description (AD) with dubbing on documentary understanding in completely blind adolescents. Based on Mental Model Theory and Cognitive Narratology, and guided by Dual Coding and Cognitive Load theories, the study utilized a within-subjects repeated-measures design involving fifteen blind participants who viewed the same documentary under two conditions: dubbing-only and dubbing supplemented with professionally produced, integrated audio description. Quantitative analyses demonstrated statistically significant enhancements (p < .001) in all assessed constructs—namely narrative comprehension, mental imagery vividness, narrative engagement, and emotional connection—when AD was present, characterized by substantial effect sizes and diminished inter-participant variability. The qualitative examination of recall answers and instructor interviews indicated that AD facilitated the development of more comprehensive, spatially coherent mental models, converting fragmented recollection into intricate, emotionally impactful narrative representations. Participants and educators predominantly supported the integrated AD approach, emphasizing its efficacy and acceptability. The findings highlight the significance of professionally integrated audio description as a vital accessibility intervention that facilitates mental model development, narrative engagement, and equitable involvement in audiovisual media, with evident ramifications for media production, education, and accessibility policy.

Keywords:

Audiovisual Translation, Audio Description, Dubbing, Visual Impairment, Documentary, Media Accessibility, Mental Representation, Inclusive Education.