Design and Development of iSign: An Android-Based Educational Mobile Application for Deaf and Hard-of-Hearing Individuals ^†

Abstract

This study presents the design, development, and evaluation of iSign, an Android-based educational mobile application developed to support sign language learning among deaf and hard-of-hearing individuals in rural communities. The project was conducted using a research and development (R&D) approach guided by the ADDIE instructional design framework. A preliminary needs assessment, based on municipal records and field validation, revealed limited access to structured sign language education and assistive learning resources in selected barangays of Odiongan, Romblon. The iSign application was designed as a user-centered and accessible mobile learning tool incorporating alphabet learning (A–Z), number recognition (0–9), a dictionary containing 160 commonly used vocabulary words with definitions and corresponding sign language video demonstrations, and multimedia content such as nursery rhyme songs interpreted in sign language. The system was developed using Android Studio and structured to support offline accessibility to accommodate low-connectivity environments. The application was evaluated in terms of functional suitability, performance efficiency, compatibility, usability, reliability, security, maintainability, and portability. Twenty-one community participants and four information technology experts assessed the system using a five-point Likert scale. The overall weighted mean rating of 4.0 (“Agree”) indicates that the developed application met acceptable software quality standards and user satisfaction levels. The findings demonstrate that iSign is a functional and accessible mobile learning application that can serve as a supplementary tool for sign language education in underserved communities.

1. Introduction

The rapid advancement of mobile and digital technologies has significantly transformed educational delivery and communication, particularly in the context of inclusive and accessible learning environments. Mobile learning (m-learning) enables learners to access educational resources anytime and anywhere using portable devices, thereby enhancing flexibility, engagement, and learner autonomy. Previous studies have shown that mobile learning supports student motivation, interaction, and academic performance across various educational contexts [1,2]. These developments highlight the growing role of mobile technologies in improving access to education and promoting learner-centered approaches.

Mobile learning has also gained increasing attention as a tool for supporting individuals with disabilities, including those who are deaf and hard of hearing. The integration of mobile and blended learning approaches provides opportunities to enhance accessibility, participation, and communication for learners with special educational needs [3]. Assistive and educational technologies enable more personalized and flexible learning experiences, particularly for individuals who face barriers in traditional educational environments [4].

Communication barriers remain a major challenge for the deaf and hard-of-hearing population. According to the World Health Organization, more than 430 million people worldwide experience disabling hearing loss, and this number is projected to increase in the coming decades [5]. Individuals with hearing impairments often encounter limited access to educational resources, communication support, and inclusive learning environments. These challenges are more evident in rural and underserved communities, where access to trained professionals, interpreters, and structured learning opportunities is constrained. This situation highlights the need for innovative, affordable, and accessible digital solutions that support communication and lifelong learning.

Sign language plays a critical role in the linguistic, cognitive, and social development of individuals who are deaf and hard of hearing. Early and consistent exposure to sign language supports language development and reduces the risk of communication difficulties and social isolation [6]. However, structured sign language education remains inaccessible for many individuals due to financial constraints, geographical barriers, and the limited availability of qualified instructors [7]. As a result, many individuals rely on informal or self-directed learning, which may affect communication effectiveness and social inclusion. Mobile-assisted and multimedia-based educational applications offer promising solutions to these challenges [8]. Interactive and visual learning environments support engagement and enhance learning outcomes, particularly for learners with diverse needs [9]. Mobile technologies enable self-paced learning, promote autonomy, and provide contextualized learning experiences that can be accessed beyond formal classroom settings [10].

Despite the increasing availability of sign language learning applications, many existing systems are designed for urban users, require stable internet connectivity, or lack contextual and cultural adaptation for local communities [11]. Antonio and Espino (2026) [12] conducted a bibliometric exploration of mobile learning innovations in STEM education, revealing that existing studies largely concentrate on technological advancements and broad implementation trends. Mobile applications have also been developed to improve deaf adolescents’ access to essential information, demonstrating the broader potential of mobile technologies to address accessibility and communication needs [13]. However, there is limited research emphasizing community-based and user-centered mobile learning interventions in rural Philippine contexts. This research gap underscores the necessity for localized, accessible, and inclusive digital learning tools that enhance communication and educational access.

In a preliminary community needs assessment conducted by the proponents in the municipality of Odiongan, Romblon, 25 barangays were visited to identify individuals with communication disabilities. Among these, 16 barangays—namely Rizal, Tulay, Mayha, Tabobo-an, Tumingad, Poctoy, Pato-o, Panique, Libertad, Liwanag, Gabawan, Dapawan, Canduyong, Budiong, Bangon, Batiano, and Amatong—recorded a total of twenty-six (26) individuals who were deaf or had communication disabilities. The findings revealed limited access to structured sign language training and assistive learning tools in the community. Many individuals also faced financial and geographic barriers in enrolling in formal sign language classes or hiring interpreters.

To address these challenges, this study designed and developed iSign, an Android-based educational mobile application intended to enhance the knowledge and motivation of deaf and hard-of-hearing learners in acquiring sign language skills. The application serves as a supplementary and self-directed learning tool that allows users to access interactive modules, including alphabets (A–Z), numbers (0–9), and commonly used vocabulary in daily communication. A total of 160 selected words are included, each accompanied by definitions and video demonstrations in sign language. In addition, the application integrates multimedia elements such as nursery rhyme songs interpreted in sign language to improve engagement and motivation.

This study contributes to the field of inclusive and assistive educational technology by developing a localized and accessible mobile learning application for sign language education, promoting community-based and inclusive digital learning in rural areas, supporting the integration of assistive technology in lifelong education, and providing empirical insights into the usability and acceptability of mobile learning applications among deaf and hard-of-hearing users. The findings of this study are expected to support educators, policymakers, and technology developers in designing inclusive digital learning environments. Furthermore, this research aligns with the United Nations Sustainable Development Goals, particularly Goal 4 (Quality Education) and Goal 10 (Reduced Inequalities).

2. Materials and Methods

2.1. Research Design

This study employed a research and development (R&D) approach to design, develop, and evaluate an Android-based educational mobile application for sign language learning. R&D is widely used in educational and assistive technology studies because it enables the systematic creation and validation of innovative tools that address real-world learning and accessibility challenges. This approach integrates needs analysis, design, development, implementation, and evaluation to ensure usability and effectiveness in authentic settings.

The development of the iSign application was guided by the ADDIE instructional design framework, which consists of the following phases: Analysis, Design, Development, Implementation, and Evaluation. This framework supports iterative improvement and user-centered development, which are essential in designing accessible technologies for individuals who are deaf and hard of hearing. Recent studies emphasize that user-centered and iterative approaches improve usability and accessibility in mobile learning and assistive applications [14,15].

2.2. Study Setting

This study was conducted in selected rural barangays in the municipality of Odiongan, Romblon, Philippines. The setting was chosen because rural communities often experience limited access to structured sign language education, assistive learning resources, and trained interpreters. Recent research highlights that accessibility and technology adoption remain major challenges in underserved and low-resource environments, reinforcing the need for localized and culturally relevant mobile learning solutions [6].

2.3. Participants and Sampling

The participants consisted of individuals with communication disabilities, particularly those who are deaf or hard of hearing. A purposive sampling technique was used to identify individuals who met the inclusion criteria, including:

• Hearing or communication impairment;
• Residency in the selected barangays;
• Willingness to participate in the study.

A preliminary community profiling and needs assessment identified 26 individuals with communication disabilities across 16 barangays. Of these, 21 participants voluntarily participated in the usability and acceptability evaluation of the developed application. In addition, four (4) information technology experts were invited to evaluate the technical quality and reliability of the system. Expert-based evaluation is recommended in mobile application studies to ensure software quality and system robustness.

2.4. System Development Procedure

The iSign mobile application was developed following the ADDIE framework.

2.4.1. Analysis and Design Phase

This phase includes the technicality of the iSign application that defines the structure and behavior and also gives the user more views of the system. This was used to help people understand or simulate a system that the mode represents. It gave a bird’s-eye view of the application. Figure 1 describes the architectural layout of the project.

This shows how the application works. The users used Android devices to access the application. The iSign application showed the categories to the user. The list words, visual file and videos and definitions of the words of the dictionary category were stored in the database, which could be retrieved by the user.

The analysis phase focused on identifying communication barriers, learning needs, and technology readiness among the target users. Data were collected through interviews, surveys, and consultations with individuals who are deaf and hard of hearing and local stakeholders. The findings revealed limited access to structured sign language learning, financial constraints, and low exposure to assistive technologies. Previous research confirms that needs assessment is critical in developing effective assistive mobile applications and improving accessibility [16].

The design phase involved the development of system architecture, user interface (UI), user experience (UX), and instructional content. Wireframes and navigation models were created to ensure usability and accessibility. The application was designed using universal design and inclusive learning principles, focusing on simplicity, visual clarity, and intuitive interaction. The application included the following learning modules:

• Alphabet learning (A–Z);
• Number learning (0–9);
• Sign language dictionary;
• Multimedia learning resources;
• Video demonstrations and search functionality.

Design considerations included multimedia integration, interactive features, and offline accessibility to support users in low-connectivity environments. Research indicates that multimedia and interactive elements improve engagement and motivation among deaf learners [17].

2.4.2. Development Phase

The application was developed using Android Studio, which enables the creation of interactive mobile applications. Multimedia elements, including images, audio, and video demonstrations of sign language, were integrated into the system. Graphic resources were designed using image-editing tools to enhance visual clarity and engagement. The content of the application consisted of the following:

• Alphabet and phonetic audio;
• Numbers;
• A total of 160 commonly used vocabulary words;
• Definitions and video demonstrations in sign language;
• Nursery rhyme songs interpreted in sign language.

The development followed multimedia learning principles, which suggest that combining visual and interactive elements enhances comprehension and retention among learners. The development and coding involved the process of coding while continuously testing the program to check if the application modules and components worked according to the envisioned program.

Table 1. Software specification for Android Studio.

Component	Specification
Processor	Intel or AMD processor with 64-bit support, 2 GHz or faster processor
Operating System	Microsoft Windows 7 with Service Pack 1, Windows 8.1, or Windows 10
Memory (RAM)	At least 2 GB RAM (8 GB recommended)
Hard Disk Space	4 GB of available hard disk space for installation
Screen Resolution	1024 × 768 display (1280 × 800 recommended)

shows the software specification to install Android Studio, which was used by the proponents to develop the application software.

Table 2. Software specification for Adobe Photoshop.

Component	Specification
Operating System	Windows 7/8/10 (32-bit or 64-bit)
Memory (RAM)	3 GB RAM minimum; 8 GB RAM recommended; plus 1 GB for the Android
Hard Disk	2 GB available disk space minimum; 4 GB recommended (500 MB for IDE+)
Screen Resolution	1280 × 800 minimum screen resolution

shows the software specification to install Adobe Photoshop with version CS6, which was used by the proponents to edit and resize the images to be inserted in the application.

2.4.3. Implementation Phase

The developed application was installed and deployed on selected Android mobile devices. Pilot testing was conducted to assess system functionality, performance, and usability in real-world environments. Participants were oriented and guided in using the application before evaluation.

2.4.4. Software Evaluation and Ethical Considerations

• Evaluation Instruments

The quality and usability of the application were evaluated using a structured questionnaire adapted from the ISO/IEC 25010 Software Quality Model [18], which assesses functionality, usability, reliability, efficiency, maintainability, and portability. The ISO/IEC 25010 framework is widely used in software and mobile application evaluation studies.

A five-point Likert scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) was used. The instrument was reviewed by experts in information technology and assistive education to ensure content validity.

B.

Data Collection Procedure

Data collection was conducted in two stages:

• Needs assessment through surveys and interviews;
• System evaluation after application deployment.

Participants were provided orientation and hands-on interaction with the application before completing the evaluation instrument.

C.

Data Analysis

Descriptive statistical methods, including frequency, percentage, mean, and weighted mean, were used to analyze the data. These methods are commonly applied in usability and development studies to assess user perception and system effectiveness.

D.

Ethical Considerations

Ethical standards were observed throughout the study. Participants were informed about the research objectives and procedures, and participation was voluntary. Informed consent was obtained prior to data collection. Confidentiality and anonymity were ensured, and data were used exclusively for research purposes.

3. Results and Discussion

3.1. User Interface of iSign Application

The iSign application runs on functional Android devices with a minimum version of KitKat up to the Nougat version. To serve as an introduction of the application, a splash screen will appear, and then the main menu will display Alphabet, Numbers, Dictionary, Nursery Rhyme and About. If the user chooses Alphabet, it will display the letters and their corresponding hand sign. The sound of the letter will play when it is tapped by the user. If the user chooses Numbers, it will display the numbers and their corresponding hand sign. The sound of the letter will play when it is tapped by the user. If the user chooses Dictionary, it will display the words with initial letters from A to Z with their definitions, or they can also search for the word they want to know using the search word. The application also has videos on how the word is interpreted in sign language. If the user chooses Nursery Rhyme, it will display videos of the song interpreted in sign language. While selecting About, it will display the application and developer’s information (please see Figure 2).

3.2. Deployment

This includes the architecture of the system from the deployment of software artifacts to deployment targets.

Figure 3 shows the deployment program, which starts from the developer’s computer, where the designing and developing of the iSign application takes place, and then compiles it into iSign APK, which is installed in the user’s Android phone.

3.3. Software Evaluation and Results

3.3.1. Software Evaluation

System testing was conducted to evaluate the compliance of the iSign application with its specified functional and non-functional requirements. The evaluation aimed to determine whether the developed system met acceptable standards in terms of software quality, usability, and performance. The application was evaluated using the ISO/IEC 25010:2011 Software Quality Model, which provides a widely recognized framework for assessing software systems. The model evaluates software based on key quality characteristics, including:

• Functionality;
• Reliability;
• Usability;
• Efficiency;
• Maintainability;
• Portability.

This model is commonly used in software engineering research to ensure systematic and standardized evaluation of developed systems. To measure user perception and level of agreement with each quality criterion, a structured evaluation instrument was developed using a five-point Likert scale, ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). The use of a Likert scale enabled the quantification of user responses and facilitated the computation of weighted mean scores.

3.3.2. Participants in the Evaluation

Out of the 86 individuals with communication disabilities recorded in the 2018 municipal records, 26 individuals were validated during the field assessment across the selected barangays. Among these, 21 participants (84% of the validated individuals) voluntarily participated in the evaluation of the application. These participants were from the following barangays: Rizal, Tulay, Tabobo-an, Tumingad, Poctoy, Pato-o, Panique, Libertad, Liwanag, Gabawan, Dapawan, Canduyong, Budiong, Bangon, Batiano, and Amatong.

In addition, four (4) faculty members from the Institute of Information Technology (IIT) with expertise in software development and system evaluation assessed the technical aspects of the application. The inclusion of technical experts strengthened the validity of the evaluation by providing a professional assessment of system quality.

A purposive sampling technique was used to select participants based on their relevance to the study objectives. Proportional sampling was not prioritized, as the study focused on evaluating the system among identified users within the community.

3.3.3. Community Profile Context

Based on municipal records, the identified barangays in Odiongan had recorded individuals with communication disabilities distributed across varying population sizes. This includes the following:

• Bangon: 1364 population, six recorded individuals;
• Liwanag: 1047 population, one recorded individual;
• Amatong: 1272 population, one recorded individual;
• Budiong: 2596 population, one recorded individual;
• Panique: 2713 population, four recorded individuals;
• Pato-o: 2862 population, two recorded individuals;
• Tabobo-an: 1322 population, five recorded individuals;
• Tumingad: 2222 population, three recorded individuals.

These data provided contextual support for the need to develop an accessible sign language learning tool within the municipality.

3.3.4. Evaluation Results

The computed overall weighted mean rating of the application was 4.0, corresponding to the verbal interpretation of “Agree.” This indicates that respondents generally perceived the application as functional, usable, reliable, and effective based on the ISO/IEC 25010 quality criteria. The findings suggest that the iSign application met acceptable software quality standards and demonstrated positive user acceptance among both community participants and technical evaluators.

4. Conclusions

This study aimed to design, develop, and evaluate iSign, an Android-based educational mobile application intended to support sign language learning among deaf and hard-of-hearing individuals in selected barangays of Odiongan, Romblon. Using a research and development approach guided by the ADDIE framework, the study produced a localized and accessible mobile learning tool responsive to the needs identified during the community assessment. The preliminary profiling identified 26 individuals with communication disabilities across 16 barangays, highlighting limited access to structured sign language education and assistive learning resources within the municipality. These findings emphasized the need for an accessible, cost-effective, and mobile-based learning solution. The developed application incorporated alphabet learning (A–Z), number recognition (0–9), a dictionary of 160 commonly used vocabulary words with definitions and corresponding sign language video demonstrations, and multimedia features such as nursery rhyme songs interpreted in sign language. The system was successfully deployed on Android devices and met the required hardware and software compatibility specifications. System evaluation was conducted using the ISO/IEC 25010:2011 Software Quality Model, focusing on functionality, reliability, usability, efficiency, maintainability, and portability. A total of 21 community participants (84% of the identified population) and four information technology experts evaluated the application using a five-point Likert scale. The overall weighted mean rating of 4.0, interpreted as “Agree,” indicates that the application met acceptable standards of software quality and user satisfaction. Based on these findings, the 315 iSign application demonstrates satisfactory performance in terms of system functionality and usability and is considered suitable as a supplementary mobile learning tool for sign language education in rural and underserved communities. While the study primarily evaluated system quality and user perception, the results provide a foundation for future enhancements and further research on learning effectiveness and long-term impact.