Vibration Alert System as the Technological Assistance in Managing Deaf Students in Inclusive Education: Global Trends and Future Directions

Abstract

Research on inclusive education has expanded rapidly over the past two decades, yet limited attention has been paid to the role of vibration alert systems in supporting deaf students. This gap restricts a comprehensive understanding of how diverse technologies contribute to accessibility and participation in inclusive classrooms. The purpose of this study is to present the global trend and future directions regarding the scholarly landscape of vibration alert systems for managing deaf students in inclusive education. A bibliometric approach was applied, incorporating performance analysis, citation analysis, co-authorship analysis, and co-word analysis. 511 eligible documents searched using the combinational keywords “Inclusive Education and Technology” in the Scopus database were selected to be included documents published in the period of 2006 - 2025. The findings show significant growth in publications and citations, with the United States and Europe leading in productivity and influence. Co-authorship analysis reveals both concentrated hubs and emerging global collaborations, while co-word analysis highlights five themes, such as vibrating alarm clocks and timers, vibrating fire and safety alarms, vibrating notification devices, wearable vibration devices, and desk-based vibration systems. These results imply that inclusive education research must balance institutional innovations with practical, personalized tools for learners. The study concludes that vibration alert systems offer both theoretical and practical contributions, but future research should address overlooked areas such as safety and global representation.