Barrier-Free Religious Education Technology: Development of A Mobile App for People with Hearing Impairments and Evaluation of User Feedback

Abstract

This study aims to design a digital mobile application for the Qur'an learning processes of individuals with hearing impairments and to analyze its impacts. Using the Design and Development Research (DDR) method, the study developed a unique mobile application that includes sign language videos, telegraphic writing support, visual animations, and structured lesson content ranging from simple to complex. During the development process of the application, Green Screen and Chroma Key techniques were employed to design an interface appropriate to the culture of individuals with hearing impairments and their visual learning styles. To obtain findings regarding the user experience (UX) of the developed mobile application, semi-structured interviews were conducted at three Qur'an courses serving individuals with hearing impairments, following official permission from the Ankara Provincial Directorate of Religious Affairs. The majority of the participants were women (7 women, 5 men). The fact that most of those attending the need-oriented Qur'an courses providing services within the Presidency of Religious Affairs are women makes this situation meaningful. Data concerning the user experience of individuals with hearing impairments in relation to the teaching of the Holy Qur'an were analyzed using MAXQDA software. In the qualitative data analysis process, 61 codes were organized within 5 main themes. The findings clearly indicate that the mobile application developed for individuals with hearing impairments provides equal opportunities by eliminating spatial, temporal, and linguistic barriers inherent in traditional education. Participants reported that the application enabled them to learn at their own pace and strengthened their sense of belonging to a "special target group," resulting in an increase in spiritual belonging and self-confidence. In addition, multimedia materials were found to enhance retention and contribute to participants' ability to independently perform basic religious practices. Although participants stated that the mobile application provided easy access to a substantial amount of new information, they also emphasized the continuing need for mentors. In conclusion, technology designed for the cognitive and sensory needs of individuals with hearing impairments offers an inclusive and sustainable model for Qur'an and religious education. It has been understood that the application, which ensures equal opportunities in education and facilitates access to education, is pedagogically functional and provides an effective learning experience. This situation demonstrates the importance of coordinated efforts across diffe-rent scientific disciplines such as science, health, religion, and others, aimed at addressing the needs of individuals with hearing impairments. It has been concluded that it is important to increase the number of similar programs aimed at the religious education and instruction of individuals with hearing impairments and to provide greater information about educational technology to religious culture and ethics teachers working in the field. In addition, through technology literacy training prepared for individuals with hearing impairments, it is possible to enable them to use existing applications effectively.