User Experience Evaluation of the Hear Me Sign Language Learning Application in a Special Education Setting Using the UEQ Framework
DOI:
https://doi.org/10.52436/1.jutif.2026.7.4.5712Keywords:
Accessibility-Oriented Application, Inclusive Educational Technology, User Experience Analysis, User Experience Questionnaire (UEQ), UX BenchmarkingAbstract
The increasing adoption of mobile learning technologies in inclusive education highlights the need for systematic user experience (UX) evaluation, particularly for accessibility-oriented applications designed for students with hearing impairments. This study evaluates the UX of the Hear Me sign language learning application in a special education (SLB) context using the User Experience Questionnaire (UEQ). A quantitative evaluative design was applied to 27 respondents, including data transformation, reliability verification using Cronbach’s Alpha, dimensional mean analysis, group comparison, and benchmark interpretation based on the official UEQ dataset. The results indicate that all six UX dimensions fall within the lower benchmark range, reflecting limited experiential differentiation. Mean scores ranged from −0.065 to 0.176 and clustered near neutrality. Efficiency achieved the highest score (0.176), while stimulation (−0.065) and novelty (−0.056) indicated limited motivational engagement. Reliability coefficients across dimensions (α = 0.821–0.880) demonstrated acceptable internal consistency. A descriptive comparison between students and teachers revealed perceptual differences in pragmatic and hedonic evaluations. Despite a relatively high public rating (4.5/5) on the Google Play Store platform, benchmark analysis revealed a divergence between public satisfaction indicators and structured UX measurement. These findings emphasize the importance of standardized UX benchmarking for accessibility-oriented educational applications. Improvements in interactive feedback, animation stability, and gamification features are recommended to enhance engagement and experiential quality in inclusive mobile learning systems.
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