Development of H5P-Based Interactive Videos in the Moodle LMS to Enhance Deaf Students’ Understanding of the Inclusive Education Subject

Ana Rafikayati; Mohd Hanafi Mohd Yasin; Nurul Hidayati; Muhammad Nurrohman Jauhari

doi:10.35445/alishlah.v18i2.8743

Development of H5P-Based Interactive Videos in the Moodle LMS to Enhance Deaf Students’ Understanding of the Inclusive Education Subject

Ana Rafikayati, Mohd Hanafi Mohd Yasin, Nurul Hidayati, Muhammad Nurrohman Jauhari

Abstract

This study developed and preliminarily evaluated H5P-based interactive videos integrated into Moodle to support deaf students’ understanding of the Inclusive Education course in higher education. The study responds to the limited availability of accessible digital learning media designed according to the visual learning characteristics of deaf students and the principles of Universal Design for Learning. A Research and Development design was employed using a modified Borg and Gall model consisting of four stages: needs analysis, product design, development and expert validation, and limited product trial. The participants included one content expert, one media expert, and three deaf students enrolled in an Inclusive Education course at an inclusive higher education institution in Surabaya. Data were collected through expert validation sheets and a concept understanding test administered before and after the use of the interactive videos. The product consisted of three H5P-based videos integrated into Moodle, featuring subtitles, sign language interpretation, visual explanations, embedded quizzes, drag-and-drop activities, and immediate feedback. Expert validation showed that the product was highly feasible in terms of content quality, with a mean score of 3.80, and media design, with a mean score of 3.71. The limited trial indicated an increase in students’ mean score from 52.3 to 87.7, with an N-Gain of 0.72. These preliminary findings suggest that Moodle-integrated H5P interactive videos have potential to support accessible and interactive learning for deaf students, although broader trials are needed.

Keywords

Inclusive digital learning; Universal Design for Learning (UDL); Learning Management System (LMS); Higher education accessibility

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DOI: https://doi.org/10.35445/alishlah.v18i2.8743