Peer-reviewed article
Digital Technologies for Children With Hearing Impairments to Support Language Learning: Scoping Review.
Sari AD, Al Mahmud A, Octavia JR, Tyagi S ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This scoping review examined 45 studies on how digital technologies support language learning in children with hearing impairments under age 18. Mobile apps were the most common tool, with separate technologies designed for signed language (mostly focusing on vocabulary) and spoken language (including augmentative and alternative communication systems). The review found that AAC-based apps showed stronger evidence for improving expressive language and communication skills when used with a therapist or parent, but signed-language apps produced narrower outcomes and few tools targeted early spoken language development during the critical early childhood period.
Key points
- Mobile apps were the most frequently reported digital technologies for children with hearing impairments, followed by digital books, extended reality, computer-based programs, and robotic tools
- AAC-based apps showed stronger effects on expressive language, pragmatic communication skills, and vocabulary development when used in structured contexts with a therapist or parent
- Signed-language apps often reported narrower, word-level outcomes compared to spoken-language interventions
- Limited attention was given to visual design considerations related to user comfort, cultural relevance, and contextual adaptation
- Few interventions targeted early spoken language development despite early childhood being a critical period for language acquisition
Limitations
This is a scoping review that synthesizes existing literature rather than conducting new empirical research, so it cannot determine causality or provide definitive evidence about which interventions are most effective. The review does not provide detailed information about the quality of included studies or the specific populations (such as age ranges, degree of hearing impairment, or cultural contexts) studied.
Abstract
Background Children with hearing impairments (HIs) have traditionally faced difficulties with language acquisition due to various factors, such as difficulties in accessing early intervention and therapy, among others. There is an opportunity for digital technology to address this problem; however, how different technologies can facilitate language acquisition, as well as the level of evidence, is not well understood. Objective This study aimed to explore the types, roles, and outcomes of different digital technologies in supporting language development in children with HIs. Methods Following Arksey and O'Malley's framework for conducting a scoping review and the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews), we systematically searched 6 online databases from 2014 to September 2024 for relevant studies on the role of digital technologies in supporting language learning among children with HIs (aged <18 years). Results A total of 45 studies met the inclusion criteria. Mobile apps were the most frequently reported technologies, followed by digital books, extended reality, computer-based programs, and tangible or robotic tools. The most commonly used signed-language apps focus on vocabulary development and visual communication. Spoken language tools were less common but included augmentative and alternative communication (AAC) systems and auditory training apps. The efficacy outcomes of 12 studies included in this review showed that AAC-based apps had stronger effects on expressive language, pragmatic communication skills, and vocabulary development. These outcomes occurred when AAC-based apps were used in structured contexts with a therapist or parent. In contrast, signed language apps often reported narrower, word-level outcomes. Notably, relatively few interventions targeted early spoken language development, despite early childhood being a critical period for language acquisition. In addition, limited attention was given to visual design considerations related to user comfort, cultural relevance, and contextual adaptation. Conclusions The evidence base reveals 3 structural patterns: the dominance of accessibility-driven mobile technologies; an imbalance between signed and spoken-language interventions, characterized by a greater number of signed-language tools but stronger and more consistent evidence for spoken-language outcomes, particularly in AAC-based interventions; and limited integration of digital technologies across home, school, and clinical contexts. Future research should prioritize the co-design and evaluation of culturally responsive, integrated, developmentally appropriate digital systems that support early spoken-language development and sustained, family-mediated language learning across contexts.