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Environmental sounds can provide important information about surrounding activity, yet recognizing sounds can be challenging for Deaf and Hard-of-Hearing (DHH) individuals. Prior work has examined the preferences of DHH users for various sound-awareness methods. However, these preferences have been observed to vary along some demographic factors. Thus, in this study we investigate the preferences of a specific group of DHH users: current assistive listening devices users. Through a survey of 38 participants, we investigated their challenges and requirements for sound-awareness applications, as well as which type of sounds and what aspects of the sounds are of importance to them. We found that users of assistive listening devices still often miss sounds and rely on other people to obtain information about them. Participants indicated that the importance of awareness of different types of sounds varied according to the environment and the form factor of the sound-awareness technology. Congruent with prior work, participants reported that the location and urgency of the sound were of importance, as well as the confidence of the technology in its identification of that sound. 

Recent research has investigated automatic methods for identifying how important each word in a text is for the overall message, in the context of people who are Deaf and Hard of Hearing (DHH) viewing video with captions. We examine whether DHH users report benefits from visual highlighting of important words in video captions. In formative interview and prototype studies, users indicated a preference for underlining of 5%-15% of words in a caption text to indicate that they are important, and they expressed an interest for such text markup in the context of educational lecture videos. In a subsequent user study, 30 DHH participants viewed lecture videos in two forms: with and without such visual markup. Users indicated that the videos with captions containing highlighted words were easier to read and follow, with lower perceived task-load ratings, compared to the videos without highlighting. This study motivates future research on caption highlighting in online educational videos, and it provides a foundation for how to evaluate the efficacy of such systems with users.