Video App Usability and Creative Empowerment of Selected Deaf and Hard-of-Hearing (DHH) Learners

Submitted: July 9, 2025 | Published: December 31, 2025
DOI: https://doi.org/10.63130/hijcre.v2i2.196

Authors

  • Chanda Eleanor Blanco De La Salle University – Department of Theology and Religious Education https://orcid.org/0009-0004-9018-7661
  • Sr. Auria U. Arabit, SdP, PhD De La Salle University – Department of Theology and Religious Education

Keywords:

Benilde Deaf School, Creative Potential, Deaf and Hard-of Hearing (DHH), Religious Education, Video Applications (Apps) Usability

Abstract

This study investigates how video editing tool usability relates to the creative potential of Deaf and Hard-of-Hearing (DHH) learners creating digital stories in Religious Education (RE). The research utilized a rigorous qualitative-methods design, integrating the Gestural Think-Aloud Protocol (GTAP) with Nielsen’s Usability Heuristics. This approach systematically evaluated the performance of DHH learners using CapCut and Canva, while concurrently measuring their creativity using established cognitive models. Findings demonstrated that CapCut had a significantly superior usability rating compared to Canva. Although DHH learners' creative expression was in the “Developing” stage (46.5%–54.8%), the results confirm that tool accessibility is the dominant factor influencing creative achievement. The study also observed the manifestation of virtues, notably collaboration and honesty, during the project. This research concludes there is an urgent need for accessibility improvements in mainstream video editing applications, primarily focusing on automated captioning and navigation features, to ensure equitable learning experiences. This outcome validates digital storytelling as a transformative practice that cultivates creative, problem-solving, and collaboration skills while supporting RE outcomes.

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Published

12/31/2025

How to Cite

Video App Usability and Creative Empowerment of Selected Deaf and Hard-of-Hearing (DHH) Learners. (2025). Hitik: International Journal of Catechists and Religious Educators, 2(2), 124-135. https://doi.org/10.63130/hijcre.v2i2.196