A Systematic Literature Review on Accessible Video-Based Modular Learning in Vocational Education for Deaf and Hard of Hearing (DHH) Students

Abstract

This study aims to systematically examine the implementation of accessible video-based modular learning in vocational education for students with hearing disabilities. The approach used is Systematic Literature Review (SLR) with reference to the PRISMA framework. The literature search process was carried out through the Scopus database with a publication time range of 2015-2025, resulting in 175 initial articles which were then selected until 12 articles that met the inclusion criteria were obtained. The analysis was carried out through the synthesis of thematic narratives on study characteristics, accessibility features, and learning effectiveness. The results of the study show that video-based learning combined with a modular structure has high effectiveness in improving concept understanding, vocational skills, and learning independence of students with hearing disabilities. Accessibility features such as closed captions, sign language, and visual support have proven to be key components in creating inclusive learning. In addition, the integration of innovative technologies such as Augmented Reality (AR), Virtual Reality (VR), and artificial intelligence (AI) makes a significant contribution to improving interactivity and learning experiences. However, implementation still faces various challenges, such as limited educator competencies, a lack of accessibility-based learning design, and a lack of institutional support. Therefore, a holistic approach that integrates pedagogical, technological, and policy aspects is needed to realize an inclusive and sustainable vocational learning system for students with hearing disabilities