Mathematics and Sign Language Learning With a Tangible Game: An Inclusive Approach for DHH and Hearing Children

GIM is a tangible game designed to teach mathematics and Portuguese Sign Language (LGP) to preschool and first-grade children within an inclusive education framework, combining physical memory-style cards with digital sign language videos on a custom interface. Its development drew on game-based learning, tangible user interface research, and accessibility principles for Deaf users, with content validated by a focus group of specialist teachers of deaf and hard-of-hearing (DHH) children before production. The central aim is to determine whether a single playful tool can support learning for both DHH and hearing children at the same time.

An empirical study tested GIM with 120 children, 19 DHH and 101 hearing, across three schools in Portugal from January to April 2022, over 54 sessions, with seven teachers interviewed afterward. Teacher interviews were analyzed in NVivo with an average inter-coder agreement of 86.23%. Teachers reported that the game engaged children with both mathematical and LGP concepts, and themes about LGP appeared only in discussions about the deaf-children group. The authors found stronger knowledge-acquisition effects among DHH children and similar awareness and inclusion effects across both groups.

The authors qualify these findings considerably. The sample is small and culturally specific, the evidence relies on teacher reports rather than direct measurement of learning outcomes, and no longitudinal data were collected. Taken together, the results suggest that GIM holds promise for inclusive mathematics and sign language instruction, but they do not yet establish durable learning gains. The authors call for larger multi-site studies, longitudinal designs, direct assessment of mathematics and LGP outcomes, and extension of the approach to other age groups and children with diverse abilities.