The Effectiveness of Augmented Reality in Enhancing Learning for Deaf Students: A Systematic Review
DOI:
https://doi.org/10.17977/um005v10i12026p210-222Keywords:
Augmented Reality (AR), Deaf Students, Learning Enhancement, Educational Technology, Inclusive EducationAbstract
Deaf students frequently experience communication barriers that affect learning interaction and access to instructional content in inclusive education settings. Augmented Reality (AR) has emerged as a promising assistive technology capable of providing visual-interactive learning environments aligned with the learning characteristics of deaf learners. This study aims to systematically examine the effectiveness and research trends of AR implementation in deaf education. A Systematic Literature Review (SLR) was conducted following the PRISMA guidelines. Articles published between 2015-2025 were retrieved from Scopus, Google Scholar, PubMed, and IEEE Xplore databases using predefined search strings and eligibility criteria. After screening and eligibility assessment, six studies were included in the final synthesis. Bibliometric analysis using Bibliometrix was applied to identify research patterns and thematic development. The synthesis revealed four major themes: (1) AR-supported visual communication enhancement, (2) improved learning interaction and engagement, (3) accessibility and interface customization needs, and (4) device usability challenges related to comfort and affordability. Findings indicate that AR contributes positively to learning participation and conceptual understanding among deaf students; however, technological accessibility and ergonomic limitations remain critical concerns. In conclusion, AR demonstrates substantial potential as an inclusive learning support technology for deaf education. Nevertheless, limited empirical studies and device-related constraints highlight the need for user-centered design and broader implementation research in inclusive educational contexts.
References
Alalwan, N., Cheng, L., Al-Samarraie, H., Yousef, R., Ibrahim, A., & Muthana, S. (2020). Challenges and prospects of virtual reality and augmented reality utilization among primary school teachers: A developing country perspective. Studies in Educational Evaluation, 66, 100876. https://doi.org/10.1016/j.stueduc.2020.100876
Artigas, I., & Falcó, J. L. (2021). Cognitive accessibility and support in special education. Sensors, 21(14), 4871. https://doi.org/10.3390/s21144871
Cabanillas-Carbonell, M., Cusi-Ruiz, P., & Prudencio-Gálvez, D. (2022). Mobile application with augmented reality to improve the process of learning sign language. International Journal of Interactive Mobile Technologies, 16(11), 51–64.
Carter, R. A. (2026). Let’s CHAT about artificial intelligence for students with disabilities: A systematic literature review and meta-analysis. Review of Educational Research, 96(1), 215–257. https://doi.org/10.3102/00346543241293424
Chamberlain, A. (2025). Exploring deaf and hard of hearing peoples’ perspectives on tasks in augmented reality: Interacting with 3D objects and instructional comprehension. In Proceedings of the CHI Conference on Human Factors in Computing Systems (April 2025). https://doi.org/10.1145/3706598.3713678
Deb, S. (2018). Augmented sign language modeling (ASLM) with interaction design on smartphone: An assistive learning and communication tool for inclusive classroom. Procedia Computer Science, 125, 492–500. https://doi.org/10.1016/j.procs.2017.12.064
Domains, S., Rejeki, D. S., Supratiwi, M., & Widyastono, H. (2025). Parental involvement of children with special needs: Insights from inclusive education practices. Jurnal Pendidikan Progresif, 15(1), 31–42. https://doi.org/10.23960/jpp.v15i1.pp31-42
Efrina, E., Iswari, M., & Irwanto, F. (2018). Expressive language of children with hearing impairment. In Proceedings of the International Conferences on Education, Social Sciences and Technology. https://doi.org/10.29210/2018186
Efrina, E., & Kusumastuti, G. (2020). Mobile learning as teaching aid and learning media for special teachers of deaf students. International Journal of Management and Humanities, 4(11), 28–30. https://doi.org/10.35940/ijmh.K1040.0741120
Febriyanti, F., Maryanto, M., & Egar, N. (2024). The influence of learning communities, work ethic, and achievement motivation on teacher professional competence: A quantitative study in public elementary schools in Candisari District, Semarang City. Journal of ICSAR, 9(2), 266–275. https://doi.org/10.17977/um005v9i22025p266-275
Ferino, S., Fernandes, M., Cirilo, E., Agnez, L., Batista, B., Kulesza, U., Aranha, E., & Treude, C. (2023). Overcoming challenges in DevOps education through teaching method. In Proceedings of the IEEE/ACM 45th International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET) (pp. 166–178). https://doi.org/10.1109/ICSE-SEET58685.2023.00022
Fernandes, N., José, A., Leite, M., Edgar, J., & Windson, M. (2024). Augmented reality in education for people who are deaf or hard of hearing: A systematic literature review. Universal Access in the Information Society, 23(3), 1483–1502. https://doi.org/10.1007/s10209-023-00994-z
Gudyanga, E., & Hove, E. (2014). Challenges faced by students with hearing impairment in Bulawayo urban regular schools. Mediterranean Journal of Social Sciences, 5(9), 445–451. https://doi.org/10.5901/mjss.2014.v5n9p445
Hankebo, T. A. (2018). Being deaf and a teacher: Exploring the experiences of deaf teachers in inclusive classrooms. International Journal of Instruction, 11(3), 477–490.
Kumar, R. (2025). Bibliometric analysis: Comprehensive insights into tools, techniques, applications, and solutions for research excellence. Spectrum of Engineering and Management Sciences, 3(1), 45–62. https://doi.org/10.31181/sems31202535k
Lee, B., Yoo, C., Jeong, J., Lee, B., & Bang, K. (2020). Key issues and technologies for AR/VR head-mounted displays. In Proceedings of SPIE (Vol. 11304, pp. 1–9). https://doi.org/10.1117/12.2551400
Pamungkas, B., Damayanto, A., & Suseno, A. (2024). Holistic approach in inclusive education management in Indonesia: A systematic review of strategies and challenges faced by schools. Journal of ICSAR, 9(2), 337–352. https://doi.org/10.17977/um005v9i22025p367-381
Pieriboni, G., Buzzi, M., & Leporini, B. (2026). STEM education and ICT-enhanced tools for students with disabilities: A five-year review. Universal Access in the Information Society. https://doi.org/10.1007/s10209-025-01282-8
Rahmatrisilvia. (2015). Peningkatan kemampuan komunikasi pada anak autistik menggunakan dukungan visual [Improving communication skills of autistic children using visual support]. Pedagogi: Jurnal Ilmiah Ilmu Pendidikan, 15(1), 128–136. https://doi.org/10.24036/pedagogi.v15i1.172
Ridha, A. M., & Shehieb, W. (2021). Assistive technology for hearing-impaired and deaf students utilizing augmented reality. In Proceedings of the IEEE Canadian Conference on Electrical and Computer Engineering (CCECE 2021). https://doi.org/10.1109/CCECE53047.2021.9569193
Salim, A., Al, A., Rouhollah, H., & Mohammad, K. (2025). Teachers’ perspectives on augmented reality: Knowledge, skills, attitudes, and challenges in educating deaf students. Journal of Research in Special Educational Needs. https://doi.org/10.1111/1471-3802.70015
Barieva, K., Kireeva, Z., Zhou, N., & Kadi, S. (2018). Overcoming communication barriers of students as a means of personalization of education. Journal of Social Studies Education Research, 9(3), 398–409.
Yuwono, J., Rejeki, D. S., Supratiwi, M., Ambar, L., & Ayaoo, D. (2025). Vocational education for students with disabilities: A qualitative study. Jurnal Pendidikan Progresif, 15(4), 2385–2399. https://doi.org/10.23960/jpp.v15i4.pp2385-2399
Zhang, X., Tan, R., Lam, W. C., Yao, L., Wang, X., Cheng, C. W., Liu, F., Chan, J. C. P., Aixinjueluo, Q., Lau, C. T., Chen, Y., Yang, K., Wu, T., Lyu, A., & Bian, Z. (2020). PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) extension for Chinese herbal medicines 2020 (PRISMA-CHM 2020). American Journal of Chinese Medicine, 48(6), 1279–1313. https://doi.org/10.1142/S0192415X20500639
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Journal of ICSAR
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
