MIXED REALITY (MR) MODEL BASED ON VISUAL INTERACTION (VI) DESIGN PRINCIPLES FOR DEAF LEARNERS: A SYSTEMATIC LITERATURE REVIEW (SLR)
TL;DR
The Mixed Reality–Visual Interaction Design for Deaf Learners (MRVI-DL), a design framework that integrates MR capabilities with VI principles to support the development of accessible and cognitively appropriate learning environments for Deaf learners is proposed.
Abstract
Although Mixed Reality (MR) technologies have increasingly been explored to support Deaf education, existing studies primarily emphasize technological capabilities rather than the visual interaction requirements and cognitive needs of Deaf learners. This study presents a systematic literature review (SLR), following the PRISMA guidelines, to examine MR applications developed for Deaf individuals between 2015 and 2025. Five academic databases were searched using predefined inclusion and exclusion criteria. Eleven MR applications for Deaf individuals were identified, of which six focused specifically on educational settings and were further analysed to examine their features, interaction approaches, and design limitations. The findings indicate that while existing applications incorporate advanced features such as 3D avatars, gesture recognition, and gamified interaction, none systematically integrates Visual Interaction (VI) design principles to support clarity, consistency, accessibility, and cognitive usability. Furthermore, no MR application was specifically developed for Malaysian Deaf learners. Based on these findings, this paper proposes the Mixed Reality–Visual Interaction Design for Deaf Learners (MRVI-DL), a design framework that integrates MR capabilities with VI principles to support the development of accessible and cognitively appropriate learning environments for Deaf learners.