Abstract:

Advancements in educational technology have greatly expanded learning opportunities for students who use spoken languages. However, comparable high-quality digital resources accessible to Deaf learners who are signed-language users remain limited. To address this gap, our interdisciplinary team of researchers, educators of Deaf children, and interactive media developers has developed interactive dual-language (American Sign Language (ASL)–English) apps designed to promote signed-language phonological awareness and strengthen vocabulary development in both ASL and written English.

Grounded in research demonstrating that signed-language phonological skills play a critical role in Deaf children’s language and literacy development, the apps were created through an iterative, participatory design process involving Deaf children (ages 6–13), teachers, and researchers. This approach ensured that the learning experience was both pedagogically effective and engaging, while authentically reflecting Deaf learners’ preferences and visual learning strategies.

The apps feature two primary gameplay modes:
(1) Picture-mode, which strengthens sign phonology–semantic connections (sign–vocabulary learning), and
(2) Text-mode, which reinforces sign phonology–orthography connections (print–vocabulary learning).

Core educational design features include targeted practice of sign and print words organized by ASL handshape, immediate feedback for incorrect responses, and adaptive gameplay difficulty. Additional interactive elements, such as timing and memorization challenges, swiping and tapping inputs, and a reward-based progression system, help to sustain engagement and promote repeated practice.

Building on this success, we are now developing a foundational dual-language app designed for younger Deaf children. The app introduces a core set of high-frequency, conceptually rich vocabulary that forms the basis for subsequent ASL and English vocabulary growth, through interactive games emphasizing Handshape families, fingerspelling, and sign–meaning connections. To sustain engagement, the app integrates progression and achievement systems that allow learners to experience tangible growth as they advance through challenges.

This presentation will highlight the design principles, participatory development process, and how inclusive educational technologies can bridge learning gaps and expand global access to signed-language learning resources. Future directions include adapting the apps for other world signed-languages.

Keywords:

American Sign Language, Deaf education, technology, apps, phonological awareness, vocabulary, accessibility, bilingual, literacy, early literacy, signed-languages.