# Improving Web Readability Using Video Content: A Relevance-Based Approach
## 2 Related Work  
Web videos are currently common in web design, but their impact on web readability has not been researched extensively. Previous research on web readability has focused on the text content aspect of the website, factors like font size, color contrast, spacing, and the arrangement of content. The Flesch-Kincaid and SMOG readability formulas are thought to be rather popular means of determining text readability and providing the quantitative characteristics of texts to evaluate their comprehensibility to a target audience [14; 15; 16; 17; 18]. However, such assessments do not normally consider the role of video content, which can be a significant factor in attracting the attention of users and their perception of content. The Web Content Accessibility Guidelines (WCAG) include guidelines focused on the accessibility of web content for the disabled and include recommendations for text readability [19]. While the WCAG have sections that deal with images and text legibility, they do not have principles for assessing videos. This is particularly surprising given that other research has indicated that if multimedia is not relevant or is incorporated inappropriately into a webpage, then the usability of the page is reduced. Concerning multimedia learning, several authors have investigated how visuals including images and videos influence cognitive processing. [PERSON]'s cognitive theory of multimedia learning posits that people comprehend content better when it is explained verbally and visually; the videos in question should therefore improve the understanding of the information given. For instance, [PERSON] and [PERSON] found that students who viewed instructional videos in combination with a text outperformed students who only read the text [20]. However, this research does not often focus on how the synchronization of video content and textual information influences web readability. Additionally, the importance of images and videos has been confirmed to be one of the factors that define higher engagement. In their study, [PERSON] et al. described a way of assessing the relevance of images on educational websites and stated that images that are more relevant to a text in the immediate vicinity significantly improve readability [21; 22]. In their works, they said that the choice of proper visual assists in managing users' attention and enhances the way they view the contents of a particular text. Nevertheless, there is a lack of research on how these principles can be applied to videos and how the degree of similarity between a video transcript and a webpage text can be determined. A research study designed to support blind and visually impaired (BVI) was done. Authors preparing presentations identifies and describes changes in slide content, layout, and style throughout the authoring process. It enables BVI users to efficiently review modifications by providing navigation options that include both a high-level summary of changes and a detailed exploration of individual slide elements. Additionally, its hierarchical change structure grants users access to specific details regarding modifications and styles [23; 24]. The recent advancement in NLP and machine learning presents the chance to close this gap. Textual and semantically oriented similarity indices can be applied to evaluate the correspondence of video transcripts to the content of a webpage [25]. For example, the algorithms that calculate the cosine similarity of the vectors derived from the text can give information on how well the video fits the main topics of the webpage. However, these research techniques have not been employed frequently in establishing the relevance of videos on educational websites. In conclusion, there is a large body of research on web readability and multimedia learning, but the relevance of video and web design has only been discussed and investigated to a limited extent.