Peer-reviewed research
Breaking Barriers: Enhancing Learning Outcomes for Deaf and Hard of Hearing Students through Augmented Reality Captioning
Jiayuan Zhang et al., ICIS 2024 Proceedings, paper 2595, 2024
Read the originalRead on October 16, 2026
- What it is
- A 2024 conference paper reporting a randomized field experiment in which deaf and hard of hearing students used augmented reality captioning glasses in class at a school for the deaf.
- How much weight it carries
- Peer-reviewed conference paper with a randomized design. It covers one school and a limited set of students, and the benefit it found was limited to some contexts.
Facts taken from this source
- The same study found the AR captioning benefit appeared only where captions gave nuanced information, and only for students with strong visual and auditory processing.
“this benefit was only observed in contexts where AR captioning provided nuanced information and for DHH students with strong visual and auditory processing abilities” (Abstract)
- A 2024 randomized field experiment at a school for the deaf found that augmented reality captioning could improve learning performance.
“through a randomized field experiment at a school for the deaf. The results indicated that AR captioning could enhance learning performance” (Abstract)