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Abstract

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.

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