Need Analysis for Developing a Semiotic-Based Augmented Reality Media to Enhance Numeracy Literacy Among Deaf Children

The purpose of this article is to analyze the results of a study of the development of analogical reasoning in deaf children coming from two different linguistic environments (deaf children of deaf parents--sign language, deaf children of hearing parents--spoken language) and in hearing children, as well as to compare two groups of deaf children to a group of hearing children. In order to estimate the development of children's analogical reasoning, especially the development of their understanding of different logical relations, two age groups were singled out in each population of children: younger (9- and 10-year-olds) and older (12- and 13-year-olds). In this way it is possible to assess the influence of early and consistent sign-language communication on the development of the conceptual system in deaf children and to establish whether early and consistent sign-language communication with deaf children affects their mental development to the same extent as early and consistent spoken-language communication with hearing children. The children were given three series of analogy tasks based on different logical relations: (a) a series of verbal analogy tasks (the relations of opposite, part-whole, and causality); (b) a series of numerical analogy tasks (the relations of class membership, opposite, and part-whole); and (c) a series of figural-geometric analogy tasks (the relations of opposite and part-whole). It was found that early and consistent sign-language communication with deaf children plays an almost equivalent role in the development of verbal, numerical, and spatial reasoning by analogy as early and consistent spoken-language communication with hearing children.

To develop different Communication Skills (CS) on deaf children (such as making signs, reading, writing or speaking) we propose a Sign Language Teaching Model (SLTM) called Multi-language Cycle for Sign Language Understanding (MuCy). Also, we conduct an observational study at the Association of Parents of Deaf Children of Salamanca (ASPAS) in order to measure the development of CS on deaf children by using a kit of Sign Language Pedagogical Materials (SLPMs), as well as the use of Augmented Reality (AR) as complementary tools for teaching Sign Language (SL) within a Collaborative Learning Environment with Mixed-Reality (CLEMR).KeywordsAugmented RealitySign LanguageMuCy modelMixed-Reality Learning EnvironmentUnity3D

This paper reports on ongoing research on the development of an Augmented Reality (AR) application for the literacy development of hard of hearing children, particularly deaf children that rely on Arabic Sign Language (ArSL). This research is intended to help deaf children learn how to read by enhancing current elementary courseware with visual augmentation. Elicitation from literature reveals the profound value AR can provide for deaf learners, i.e. visual learners. Nevertheless, this approach is rarely undertaken for ArSL. Preliminary studies were conducted to determine the visual needs of deaf Arabic learners using three different instruments and targets: interviews with teachers and interpreters, observation of deaf children, and questionnaire for parents of deaf children. The results from teachers and parents of deaf children indicate a preference for multiple resources, primarily ArSL, photos, and videos. Students, in the other hands, performed better with finger-spelling and poorly in SL. This disconnect highlights the importance of considering various perspectives in the development of applications that target literacy in younger children.

Teaching Hijaiyah letters to deaf children presents unique challenges due to limited access to specialised educators and appropriate instructional tools. This study explores the development of a prototype teaching aid that integrates Augmented Reality (AR) and animation to support Islamic education among hearing-impaired children in Malaysia. Every deaf individual must acquire sign language proficiency in order to effectively interact with other deaf individuals. Introducing individuals, particularly children, to sign language and Hijaiyah letters at an early age is crucial. This knowledge is essential for every Muslim individual to acquire before they can read the Al-Quran. Introducing Hijaiyah letters through sign language at an early age may support comprehension among deaf children, who often face difficulties in conventional classroom setting. The research employed a qualitative and quantitative approach, involving semi-structured interviews with two experts in Islamic education and special needs, as well as questionnaire completed by 30 teachers experienced in teaching sign language. Findings indicate that the visual and interactive elements of AR and animation have strong potential to enhance engagement and comprehension among deaf learners. Respondents expressed positive feedback toward the design, particularly in terms of colour schemes, character style and the sing-along concept adapted for children with hearing aids. However, the study acknowledges limitations in sample size, the absence of classroom-based testing and a lack of alignment with formal instructional design models. This study contributes to inclusive education discourse by offering design insight for culturally and linguistically appropriate teaching aids. While the project is at a prototype stage, it lays the groundwork for further development and evaluation of an AR-integrated Islamic learning tool for deaf children in formal and informal educational settings.

Mathematics Curriculum Evaluation

This paper reports the on-going research on the development of an Augmented Reality (AR) application for the literacy development of hard of hearing children, particularly deaf children that rely on Arabic Sign Language (ArSL). Preliminary studies were conducted to determine the visual needs of deaf Arabic learners when reading using three different instruments and targets: interviews with teachers, observation of deaf children, and questionnaire from their parents. Results from teachers and parents indicate a preference for multiple resources, primarily ArSL, including photos and videos. Students, on the other hand, performed better with finger-spelling and poorly in ArSL. This disconnect between both achievements highlights the importance of considering various perspectives in the development of AR that targets literacy in younger children.

The paper describes the development and initial evaluation of an Augmented Reality (AR) system aimed at improving deaf children’s competence in mathematics. The system allows for creating 3D animated avatars that translate from spoken English to Signed English (SE) in real time. The virtual sign language interpreters, displayed as 3D holograms in a mixed reality environment, can be used in the classroom to translate in real time the math lessons delivered by the teacher, at home to facilitate communication between hearing parents and deaf children, and at home or in the lab when children interact with math digital learning materials. An initial formative evaluation with deaf students, parents and educators supports the usability and usefulness of the AR system.

Deaf infants born to hearing parents are at risk of language deprivation, which may lead to life-long impact on linguistic, cognitive and socio-emotional development. It remains demanding for hearing parents to provide meaningful and linguistic-rich interaction with their deaf and hard of hearing (DHH) children, due to lack of sign language fluency and insufficient communication strategies. In this study, we present a proof-of-concept visual augmentation prototype utilizing the Augmented Reality (AR) lamp metaphor that aims to support context-aware and non-intrusive parent-child interaction using American Sign Language (ASL), with adaptation to joint-attention strategies that match with the child's communication modality. The proposed prototype enables future studies to collect in-depth design critiques and preliminary usability evaluation from domain experts, novice ASL learners, and hearing parents with DHH children.

This article describes a Sign Language Teaching Model (SLTM) designed to develop on deaf children different Communication Skills (CS) within a Collaborative Learning Environment with Mixed-Reality (CLEMR). A pilot lesson with the Fingerspelling Alphabet was conducted at the Association of Parents of Deaf Children of Salamanca to determine the Percentage of Development of the Sign Language Communication Skill (SLCS) and others by using a kit of Pedagogical Materials as complementary teaching resources.

The Indonesia natural wealth of tropical forest store various plants such as ornamental plants, fruits, vegetables, spices and medicinal plants. Medicinal plants are a variety of plants that are recognized as plants for medicines. However, due to the lack of community knowledge about medicinal plants. So it takes the application of learning about the benefits of medicinal plants to the community, especially to children. Orthopedagogic Orthodontic Objects are exceptional children, who have abnormalities that require special educator services. Learning media associated with motor censorship can overcome the limitations of deaf and tuneless children who can improve the motor skills of the child. Because children with hearing impairment and speech have a lack of understanding of spoken and written language. Development of Computer Science technology today, thus encouraging the educational process to be more interesting and applicable in order to improve the quality of education media and learning interests of learners. Augmented Reality (AR) learning media is a technique of displaying objects directly by directing the camera to a real (marker) object. The aim of current developd application are to show 3 Dimensional interactive learning media using a marker of flashcards about medicinal plants as many as 20 types of medicinal plants. This is intended to facilitate the user especially on orthopedagogic education in recognizing the types of plants that are efficacious for treatment.

The problem of students' numeracy literacy is a major concern in mathematics education. This study aims to explore the impact of the application of Augmented Reality (AR) media integrated with Limas Potong traditional house on students' numeracy literacy skills. The research method used was pre-experimental with one class group as the research subject. A total of 22 students of class VIII F MTs USB Filial MTsN 1 Batam became research subjects. The instrument used was an essay-shaped test to measure numeracy literacy which was adjusted to the material taught. Data analysis was carried out by parametric one tailed sample t-test after ensuring normal data distribution. The results showed that the use of AR media integrated with the Limas Potong traditional house had a positive impact on improving students' numeracy literacy skills. The integration of AR media allows students to experience firsthand the structure and characteristics of the traditional house, thus making math learning more interesting. This research contributes to the development of innovative and interesting mathematics learning methods through the use of Augmented Reality media in the context of Indonesian traditional houses.

The purpose of this research is to apply a learning using Augmented Reality media to develop submicroscopic representation ability. The method used is a classroom research on the fourth semester students of Chemistry Education department, UIN Sunan Gunung Djati Bandung. Information obtained by measuring students’ activities during learning, completion of worksheet, and submicroscopic representation ability after learning. The results obtained from the worksheet completion are included in the very good category (with an average of 86), with the highest ability shown in the determination of bonding domains and non-bonding domains based on Lewis structure (with an average of 94). Moreover, the results of submicroscopic representation ability tests after learning are included in the very good category (with an average of 81.5), with the highest ability shown in the determination of bonding domains and non-bonding domains based on Lewis structure (with an average of 92). This is because students discuss and collaborate very well and are supported by Augmented Reality (AR) media. Thus, Augmented Reality (AR) media can be used as one of media in developing students’ submicroscopic representation ability on molecular geometry material. Development of Students’ Submicroscopic Representation Ability on Molecular Geometry Material Using Augmented Reality (AR) Media.

This study aims to analyze the use of Augmented Reality (AR) in mathematics learning and its impact on students' mathematical literacy. This study uses a quantitative approach with a quasi-experimental design of the nonequivalent control group type. The research sample consisted of 68 eighth-grade students divided into an experimental class using AR media and a control class learning conventionally. The mathematical literacy test instruments were developed based on PISA indicators and have been tested for validity and reliability. The data were analyzed using normality tests, linearity tests, Pearson correlation tests, and simple linear regression. The results of the study show that students' mathematical literacy in the experimental class is in the high category with an average score of 78.42, while the use of AR received positive appreciation with an average score of 82.57. Normality and linearity tests showed that the data were normally distributed and the relationship between variables was linear. The Pearson correlation test resulted in r = 0.684 with a significance of 0.000, indicating a strong relationship between the use of AR and mathematical literacy. The regression results showed a coefficient β of 0.615 with R² of 0.468, which means the use of AR contributes 46.8% to the improvement of students' mathematical literacy. These findings confirm that AR is an effective learning medium for enhancing students' conceptual understanding, reasoning skills, and mathematical literacy. This research provides empirical evidence that AR is feasible to implement in mathematics learning to support the mastery of 21st-century competencies.

This research is what research, the media slackens at the time of the pandemic. Augmented reality media is a good student in scorn. Which media can be framed to increase cpi until now independent at home? To be able to re-attract this media disikamati local wisdom Pencak silat content and thematic integrated know Natural Sciences (IPA). In the generation of research and development of models of several types. Which model is the 4-D model? The model developed by this 4D development model consists of 4 main stages, namely: Define, Design, Develop, and So on. These methods and models were chosen because for products that result in augmented media reality. Products that develop trials with validity and product trials to know the results of self-reliance learning and learning learners were learning to use augmented reality media-based Pencak silat on human blood matter material. The evaluation results showed the quality of media by material experts classified as an excellent category with a score of 83.5%. Media quality by linguists is excellent with a score of 89.55%. Media quality by media experts is classified as very good with a score of 85%. Teacher response test results fall into the excellent category with a score of 86.93%. Based on the percentage of score acquisition can be concluded that integrated thematic AR media and local wisdom Pencak silat deserve to be used in learning activities.

This study aims to analyze the effectiveness of the SrVER learning model assisted by Augmented Reality (AR) and Virtual Reality (VR) media in Biology Learning. The study employed a quasi-experimental method with a pretest–posttest nonequivalent control group design. The population comprised high school students in Mataram City, and samples were selected using purposive sampling. Data were collected through a validated multiple-choice test (25 items, α = 0.82). Data analysis used Quade’s Rank Analysis of Covariance followed by the Least Significant Difference (LSD) test. The findings revealed a significant difference (p < 0.001) in students’ learning outcomes between the conventional, AR-assisted SrVER, and VR-assisted SrVER classes. The AR-assisted SrVER group achieved the highest improvement (52.31%), showing that AR effectively enhances visual understanding in biological concepts. Therefore, integrating AR in visual-based learning is recommended to improve student engagement and learning outcomes in Biology Learning