International Journal of
Information and Education Technology

Abstract—This research presents the design and development of an immersive learning environment aimed at facilitating visual sign language acquisition for Deaf and Hard of Hearing (DHH) learners in the context of domain-specific vocabulary within print design. Grounded in a hybrid instructional design approach that integrates the systematic structure of the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model with the learner-centered principles of Design Thinking, the platform was implemented via Spatial.io to deliver a multimodal, self-paced, and visually rich learning experience aligned with the cognitive strengths of DHH learners. The environment comprises four pedagogically structured zones: the Inspire Zone for project introduction and community motivation, the QuickSign Zone for flashcard-based drills with pre- and post-tests, the DeepSign Lab for looped video demonstrations of sign vocabulary, and the Gallery Zone for reflection and peer project display. Instructional materials were delivered through animated flashcards, Quick Response (QR)-linked sign language videos, and embedded formative assessments, supporting individualized interaction and asynchronous learning. Preliminary evaluation results indicate high usability and learner engagement, highlighting the platform’ s strong potential to promote equitable access to professional knowledge in design education and to address the ongoing shortage of specialized sign language learning resources in technical and creative fields.

Keywords—immersive learning environment, sign language, deaf learners, print design, instructional design

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Cite: Phobson Tichai, Rueanglada Punyalikhit, and Veerawat Sirivesmas, "Developing an Immersive Learning Environment for Visual Sign Language Acquisition on Specific Vocabulary in Print Design: Toward Equitable Education for Deaf Learners," International Journal of Information and Education Technology, vol. 16, no. 8, pp. 2145-2154, 2026.

Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).