Augmented Reality Integrated Sensory Books for Contextual Vocabulary Learning in Deaf and Hard-of-Hearing (DHH) Children: A Systematic Literature Review (2021–2026)
DOI:
https://doi.org/10.37134/jadcm.vol1.1.1.2026Keywords:
augmented reality, sensory (multi-sensory) books, deaf and hard of hearing, vocabulary learning, inclusive interaction design, systematic literature reviewAbstract
Children who are deaf or hard of hearing (DHH) frequently have enduring obstacles in early vocabulary development, which may limit subsequent reading and classroom engagement. Augmented reality (AR) has progressively been integrated with multimodal books to deliver contextualized, multi-sensory vocabulary learning; yet, the evidence remains disjointed across special education, educational technology, and design/HCI domains.
This systematic literature review synthesized empirical data published from 2021 to 2026 about AR-integrated sensory-book methodologies for vocabulary acquisition in DHH youngsters. Investigations were performed across four databases (ACM Digital Library, Scopus, Web of Science Core Collection, and SpringerLink) and were supplemented by backward and forward snowballing techniques. Study selection adhered to PRISMA 2020 protocols, and methodological quality was evaluated using the Mixed Methods Appraisal Tool (MMAT, 2018). Seventy-one eligible studies were incorporated into the final synthesis from a total of 862 database entries and supplementary snowballing records (January 2026 update). The findings were synthesized narratively in relation to three study questions: (RQ1) The integration of AR inside sensory-book contexts, (RQ2) the design-feature clusters linked to vocabulary-related outcomes, and (RQ3) the identified advantages and limitations. The research indicates that AR-sensory book therapies are typically structured to enhance attention, engagement, and contextual word-meaning mapping; nevertheless, there is significant variability in intervention designs, outcome measures, and reporting quality. The review provides a design-focused taxonomy and evidence-based recommendations to facilitate more reproducible, classroom-appropriate AR-sensory book designs for vocabulary acquisition in DHH learners.
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Copyright (c) 2026 Jin Xin, Nur Syuhada binti Mat Sin, Vestly Kong Liang Soon (Author)
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