Do open educational resources improve student learning? Implications of the access hypothesis.

Open Educational Resources (OER) have been lauded for their ability to reduce student costs and improve equity in higher education. Research examining whether OER provides learning benefits have produced mixed results, with most studies showing null effects. We argue that the common methods used to examine OER efficacy are unlikely to detect positive effects based on predictions of the access hypothesis. The access hypothesis states that OER benefits learning by providing access to critical course materials, and therefore predicts that OER should only benefit students who would not otherwise have access to the materials. Through the use of simulation analysis, we demonstrate that even if there is a learning benefit of OER, standard research methods are unlikely to detect it.

Reducing Playback Rate of Audiovisual Speech Leads to a Surprising Decrease in the McGurk Effect.

We report the unexpected finding that slowing video playback decreases perception of the McGurk effect. This reduction is counter-intuitive because the illusion depends on visual speech influencing the perception of auditory speech, and slowing speech should increase the amount of visual information available to observers. We recorded perceptual data from 110 subjects viewing audiovisual syllables (either McGurk or congruent control stimuli) played back at one of three rates: the rate used by the talker during recording (the natural rate), a slow rate (50% of natural), or a fast rate (200% of natural). We replicated previous studies showing dramatic variability in McGurk susceptibility at the natural rate, ranging from 0-100% across subjects and from 26-76% across the eight McGurk stimuli tested. Relative to the natural rate, slowed playback reduced the frequency of McGurk responses by 11% (79% of subjects showed a reduction) and reduced congruent accuracy by 3% (25% of subjects showed a reduction). Fast playback rate had little effect on McGurk responses or congruent accuracy. To determine whether our results are consistent with Bayesian integration, we constructed a Bayes-optimal model that incorporated two assumptions: individuals combine auditory and visual information according to their reliability, and changing playback rate affects sensory reliability. The model reproduced both our findings of large individual differences and the playback rate effect. This work illustrates that surprises remain in the McGurk effect and that Bayesian integration provides a useful framework for understanding audiovisual speech perception.

Similar frequency of the McGurk effect in large samples of native Mandarin Chinese and American English speakers.

Humans combine visual information from mouth movements with auditory information from the voice to recognize speech. A common method for assessing multisensory speech perception is the McGurk effect: When presented with particular pairings of incongruent auditory and visual speech syllables (e.g., the auditory speech sounds for "ba" dubbed onto the visual mouth movements for "ga"), individuals perceive a third syllable, distinct from the auditory and visual components. Chinese and American cultures differ in the prevalence of direct facial gaze and in the auditory structure of their languages, raising the possibility of cultural- and language-related group differences in the McGurk effect. There is no consensus in the literature about the existence of these group differences, with some studies reporting less McGurk effect in native Mandarin Chinese speakers than in English speakers and others reporting no difference. However, these studies sampled small numbers of participants tested with a small number of stimuli. Therefore, we collected data on the McGurk effect from large samples of Mandarin-speaking individuals from China and English-speaking individuals from the USA (total n = 307) viewing nine different stimuli. Averaged across participants and stimuli, we found similar frequencies of the McGurk effect between Chinese and American participants (48 vs. 44 %). In both groups, we observed a large range of frequencies both across participants (range from 0 to 100 %) and stimuli (15 to 83 %) with the main effect of culture and language accounting for only 0.3 % of the variance in the data. High individual variability in perception of the McGurk effect necessitates the use of large sample sizes to accurately estimate group differences.