Effectiveness of Interactive Educational Websites in Enhancing Learning Outcomes for Learners with Severe Hearing Impairments: A Systematic Review

Abstract This study aims to systematically review the effectiveness of interactive educational websites in teaching various skills and knowledge to individuals with severe hearing impairments. Adopting a systematic review methodology based on PRISMA guidelines, a comprehensive search was conducted across multiple international and regional databases, including Scopus, Web of Science, Google Scholar, and selected Arabic databases. The initial search yielded 300 studies, of which 48 met the inclusion criteria and were included in the final qualitative synthesis. The findings indicate that interactive web-based learning environments significantly enhance academic achievement, engagement, motivation, and skill development among learners with severe hearing impairments.The results further highlight that the effectiveness of these platforms is strongly influenced by instructional design quality, particularly in terms of visual clarity, multimedia integration, accessibility features (such as captioning and sign language), and interactive feedback mechanisms. Moreover, learners generally demonstrate positive perceptions toward such environments, although challenges such as cognitive overload, design inconsistencies, and limited accessibility features remain. The review concludes that interactive educational websites represent a powerful tool for promoting inclusive education, provided that they are designed based on pedagogical principles and accessibility standards such as Universal Design for Learning (UDL).