The Development of Historical Tourist Attractions Application for Children with Hearing Impairment in Primary School
DOI:
https://doi.org/10.14456/rc-sdj.2025.09Keywords:
hearing impairment, learning support application, video-based media, historical tourist attractionAbstract
Background: The limitation in accessing historical learning information, which is not designed to suit the perceptual characteristics of students with hearing impairments, prompted the research team to develop and evaluate a learning support application. The objective was to enable hearing-impaired students to access information and learn equally alongside all groups of learners.
Methods: A research and development methodology was employed to design a video-based application that includes visuals, sign language interpreters, and subtitles as a substitute for sound. The target group was selected through purposive sampling and consisted of 40 sixth-grade students from schools for the hearing impaired in Bangkok and its vicinity. Data were collected using surveys, questionnaires, and pre-, during-, and post-learning tests to assess needs and the application's effectiveness. Descriptive statistics were used to analyze percentages, means, and standard deviations.
Results: Hearing-impaired primary school students expressed a need for a video-based application with visuals, sign language interpreters, and subtitles to support learning and access through teachers, parents, and peers. They showed particular interest in Phra Pathom Chedi Ratcha Wora Maha Wihan, a historical tourist site, primarily because they had never visited it, wished to gain knowledge, and wanted to see the site in person. The developed video application, incorporating visuals, subtitles, and sign language interpretation, was found to be appropriate for the perceptual systems of hearing-impaired students. Post-learning test results showed higher learning performance compared to pre- and during-learning phases.
Conclusions: An application developed with consideration of the perceptual characteristics of hearing-impaired learners can effectively enhance historical learning and information access. Especially when appropriate media is used to match the specific needs of the target group, the learning experience is significantly improved. Furthermore, the study highlights the essential role of surrounding individuals as learning mediators in conjunction with technology.
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