Arithmetic: A Learning Aid Tool for Year 1 Mathematic (Hearing-Impaired Students)

Abstract

Effective educational interventions are critical in narrowing learning disparities among hearing-impaired children, a particularly pressing issue in nations such as Malaysia. This study focuses on hearing-impaired students' challenges in STEM subjects, primarily mathematics. The objective is to develop and evaluate the ARithmetic application, an augmented reality (AR)-based learning aid designed to teach Year 1 mathematics to hearing-impaired students. Guided by the Multimedia Development Life Cycle (MDLC), the research incorporated AR technology to create an interactive and accessible learning environment. A quantitative approach was employed using questionnaires, and the responses were analyzed with SPSS 26.0 through descriptive statistics. The results demonstrate consistently high mean scores across all dimensions: perceived usefulness (M = 4.21), perceived ease of use (M = 4.06), perceived enjoyment (M = 4.25), attitude towards use (M = 4.19), and intention to use (M = 4.26), indicating strong user acceptance. Reliability was confirmed with Cronbach's alpha (α = 0.821). These findings validate the ARithmetic application as a reliable and engaging tool that fosters accessibility and enjoyment in mathematics learning for hearing-impaired students. Overall, the study highlights the potential of AR technology to support inclusive education and bridge learning gaps in STEM subjects.