Impact of Artificial Intelligence Based Assistive Technologies on Accessibility, Academic Performance and Classroom Participation of Deaf and Hard-of-Hearing Students in Inclusive Higher Education

Abstract

Artificial Intelligence (AI)-based assistive technologies are increasingly providing new opportunities to improve educational accessibility, communication, learning experiences, and participation for students with disabilities, particularly deaf and hard-of-hearing students who may experience barriers in accessing classroom communication and instructional content. The present study examined the role of Artificial Intelligence-based assistive technologies in relation to accessibility, academic performance, and classroom participation among deaf and hard-of-hearing students enrolled in inclusive higher education institutions in Punjab, Pakistan. A quantitative, cross-sectional research design was employed to examine the relationships among the study variables at a single point in time. The study included 157 deaf and hard-of-hearing students selected through purposive sampling from the target population. Data were collected through a self-administered structured questionnaire that was developed specifically for the present study based on relevant literature concerning Artificial Intelligence-based assistive technologies, accessibility, academic performance, and classroom participation. The questionnaire was administered online through Google Forms and sent to eligible respondents enrolled in inclusive higher education institutions in Punjab, Pakistan. The collected responses were initially organized and entered into Microsoft Excel and subsequently transferred to IBM SPSS for statistical analysis. Descriptive statistics and reliability analysis were used to examine the characteristics and internal consistency of the study measures, while Pearson Product-Moment Correlation, Multiple Linear Regression, and Independent-Samples t-Test were applied according to the objectives of the study. The findings indicated a significant positive relationship between Artificial Intelligence-based assistive technologies and accessibility, suggesting that greater availability and use of AI-supported assistive technologies were associated with improved access to educational content and communication. The results further showed that Artificial Intelligence-based assistive technologies and accessibility significantly contributed to academic performance, indicating that accessible technology-supported learning environments can facilitate students’ academic development. A statistically significant positive relationship was also observed between Artificial Intelligence-based assistive technologies and classroom participation among deaf and hard-of-hearing students. Overall, the findings indicate that Artificial Intelligence-based assistive technologies are positively associated with accessibility and academic performance and may support classroom participation among deaf and hard-of-hearing students.The findings contribute to the growing body of research on AI-supported inclusive education and emphasize the need for appropriate technological support, accessible learning environments, teacher preparedness, and student-centered implementation of assistive technologies within inclusive higher education.