A Literature Review on User Experience (UX) Design for English Language Learning among Primary School Students with Hearing Impairments

Abstract

This paper presents an integrated User Experience (UX) design framework for English language teaching and learning in the context of Deaf and Hard-of-Hearing (DHH) primary school students. The framework is synthesized from key learning theories Behaviorism, Cognitivism, Social Constructivism, Multimodal Learning, and Universal Design for Learning (UDL) combined with research findings on accessible interface design for DHH learners.

           The proposed framework encompasses five core dimensions: 1) User & Context, 2) Content & Modalities, 3) Interaction & UI Elements, 4) System Capabilities, and 5) Process & Evaluation. The paper also provides practical guidelines for developers and teachers, illustrated through the use of case studies applied to primary-level English lessons.

           Findings indicate that effective design requires the integration of multimodal content delivery, flexible interface customization, high-accuracy Automatic Speech Recognition (ASR), and meaningful DHH user participation throughout the development process.