Semiotics-based augmented reality learning media for visualizing three-dimensional geometry to support mathematical literacy among deaf learners

Abstract

Mathematics learning for deaf learners, particularly in three-dimensional geometry, remains challenging because abstract concepts are commonly presented through two-dimensional instructional materials that do not adequately support visual learning. This study aimed to design, develop, and validate a semiotics-based Augmented Reality (AR) learning medium to support deaf learners' understanding of three-dimensional geometry. The study adopted the Lee and Owens instructional design model, comprising the phases of analysis, design, development, implementation, and evaluation. Front-end analysis involved curriculum review, classroom observations, teacher interviews, and needs analysis with 29 deaf learners to establish the design specifications of the learning media. Data were collected using expert validation questionnaires, classroom observation sheets, teacher and student response questionnaires, and comprehension assessment sheets during a pilot implementation involving seven deaf junior high school students. The developed media achieved an overall expert validity score of 91.2% (Very Valid). Teacher and student responses indicated that the media was practical for classroom use. In contrast, students obtained an average comprehension score of 83.33% on the geometry comprehension assessment, indicating that the developed media effectively supported their understanding of three-dimensional geometry. These findings suggest that integrating semiotic principles with Augmented Reality provides meaningful visual representations that facilitate the learning of abstract geometry concepts for deaf learners. This study contributes to the development of inclusive mathematics learning media and provides a foundation for future large-scale implementation and evaluation.