Development of audio-based sport massage learning media to enhance vocational teachers’ skills for students with visual impairment
DOI:
https://doi.org/10.47197/retos.v80.119384Keywords:
Development, Audio, Sport Massage, Learning Media, Vocational TeachersAbstract
Introduction: This study is motivated by the limited availability of instructional media and the insufficient competence of teachers in delivering sports massage content within vocational education. It aims to develop audio-based instructional media to facilitate more effective and inclusive learning in sports massage.
Methodology: The study adopts a research and development approach encompassing 10 stages, from research and information collection to dissemination and implementation. The participants included 6 respondents in the preliminary field test stage, 15 in the main field test, and 42 in the operational field test. Research instruments comprised expert validation sheets, feasibility questionnaires, and skills tests. Data were analyzed using Aiken’s V for content validity, descriptive percentage analysis, and paired-samples t-tests, following the fulfillment of normality and homogeneity assumptions.
Results: The findings indicate that the developed media achieved a high level of validity, with an Aiken’s V coefficient of 0.83, categorized as highly valid. Feasibility testing demonstrated an improvement in media quality, reflected in the increase of the “Very Good” category from 53.33% in the main field test to 78.57% in the operational field test. Effectiveness testing revealed a statistically significant improvement in pre-test and post-test scores across both stages, with a p-value of 0.000 (< 0.05), indicating that the media effectively enhanced practical sport massage skills.
Conclusions: The developed audio-based sport massage instructional media are valid, feasible, and effective in improving practical skills while supporting more inclusive learning for students with visual impairments.
References
Abimbola, E. C., Nneamaka, O., & Adeniyi, I. S. (2024). Harnessing technology integration in edu-cation: Strategies for enhancing learning outcomes and equity. World Journal of Advanced En-gineering Technology and Sciences, 11(2), 001–008. https://doi.org/10.30574/wjaets.2024.11.2.0071
Ahmad, N. A., Mayouf, A. A., Elias, N. F., & Mohamed, H. (2024). Learning management system instru-ment development based on Aiken’s V technique. International Journal of Evaluation and Re-search in Education (IJERE), 13(5), 3211. https://doi.org/10.11591/ijere.v13i5.28925
Ajani, O. A. (2024). Enhancing Pre-Service Teacher Education: Crafting a technology-responsive cur-riculum for modern classrooms and adaptive learners. Research in Educational Policy and Management, 6(2), 209–229. https://doi.org/10.46303/repam.2024.32
Akintayo, O. T., Eden, C. A., Ayeni, O. O., & Nneamaka Chisom Onyebuchi. (2024). Evaluating the impact of educational technology on learning outcomes in the higher education sector: A systematic review. Open Access Research Journal of Multidisciplinary Studies, 7(2), 052–072. https://doi.org/10.53022/oarjms.2024.7.2.0026
Alam, Md. K. (2020). A systematic qualitative case study: Questions, data collection, NVivo analysis and saturation. Qualitative Research in Organizations and Management: An International Journal, 16(1), 1–31. https://doi.org/10.1108/QROM-09-2019-1825
Al-Zahrani, A. M. (2025). Evaluating the impact of inclusive and accessible learning technologies on student engagement and academic performance in higher education. International Journal of Inclusive Education, 1–29. https://doi.org/10.1080/13603116.2025.2593563
Antonietti, C., Cattaneo, A., & Amenduni, F. (2022). Can teachers’ digital competence influence technolo-gy acceptance in vocational education? Computers in Human Behavior, 132, 107266. https://doi.org/10.1016/j.chb.2022.107266
Arifin, Z., Nurtanto, M., Kholifah, N., Nurhaji, S., & Warju, W. (2020). The technology andragogy work content knowledge model framework on technical and vocational education and training. Jour-nal of Education and Learning (EduLearn), 14(3), 442–448. https://doi.org/10.11591/edulearn.v14i3.15946
Awang-Hashim, R., Kaur, A., & P.Valdez, N. (2019). Strategizing inclusivity in teaching diverse learners in higher education. malaysian journal of learning and instruction, 16. https://doi.org/10.32890/mjli2019.16.1.5
Biddix, J. P., & Bourke, B. (2025). Using formative assessment approaches to enhance rigor and quality in research. Quality & Quantity, 60(2), 5387–5406. https://doi.org/10.1007/s11135-025-02461-8
Borg, W. R., & Gall, M. D. (2003). Educational research: An introduction (4th ed). Longman.
Burkhardt, H., & Schoenfeld, A. (2021). Not just “implementation”: The synergy of research and prac-tice in an engineering research approach to educational design and development. ZDM – Math-ematics Education, 53(5), 991–1005. https://doi.org/10.1007/s11858-020-01208-z
Chen, X., Sun, Z., Wang, K., & Wang, L. (2026). From fragmented methods to integrated frameworks: A review and proposal for adaptable product design evaluation. Research in Engineering Design, 37(2), 10. https://doi.org/10.1007/s00163-026-00472-6
Cumming, T. M., & Rose, M. C. (2022). Exploring universal design for learning as an accessibility tool in higher education: A review of the current literature. The Australian Educational Researcher, 49(5), 1025–1043. https://doi.org/10.1007/s13384-021-00471-7
Dimitrova, D., Yankova, I., & Nusheva, K. (2024, June 15). Inclusive policies and practices in the field of continuing vocational education and training. Education and New Developments 2024 – Vol-ume 2. Education and New Developments 2024. https://doi.org/10.36315/2024v2end105
Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2020). Exploring the structural relationship among teachers’ tech-nostress, Technological Pedagogical Content Knowledge (TPACK), Computer Self-efficacy and School Support. The Asia-Pacific Education Researcher, 29(2), 147–157. https://doi.org/10.1007/s40299-019-00461-5
Ebuenyi, I. D., Rottenburg, E. S., Bunders-Aelen, J. F. G., & Regeer, B. J. (2020). Challenges of inclusion: A qualitative study exploring barriers and pathways to inclusion of persons with mental disabili-ties in technical and vocational education and training programmes in East Africa. Disability and Rehabilitation, 42(4), 536–544. https://doi.org/10.1080/09638288.2018.1503729
Edeh, N. I., O. Ugwoke, E., University of Nigeria, Abanyam, F. E., Ambrose Alli University Ekpoma, Ma-du, M. A., University of Nigeria, Augustine, N.-O., Federal College of Education (Technical) Omoku, Pulife, M. C., & Federal College of Education. (2021). Extending the technology ac-ceptance model in the impact of vocational educators’ gender, experience and perception. Jour-nal of Technical Education and Training, 13(3). https://doi.org/10.30880/jtet.2021.13.03.009
Espada-Chavarria, R., González-Montesino, R. H., López-Bastías, J. L., & Díaz-Vega, M. (2023). Universal design for learning and instruction: Effective strategies for inclusive higher education. Educa-tion Sciences, 13(6), 620. https://doi.org/10.3390/educsci13060620
Fahrurozi, S. K., Budiyanto, C. W., & Roemintoyo, R. (2019). Technological Pedagogical and Content Knowledge (TPACK) For overcoming teacher problems in vocational education and challenges in the 21st century. Journal of Mechanical Engineering and Vocational Education (JoMEVE), 2(1), 33. https://doi.org/10.20961/jomeve.v2i1.28676
Falkenberg, K., Lindetorp, H., Bälter, O., & Glassey, R. (2025). Combining pure question-based learning and interactive audio for inclusive sound and music education. 7048–7055. https://doi.org/10.21125/inted.2025.1828
Findley, M. G., Kikuta, K., & Denly, M. (2021). External validity. Annual Review of Political Science, 24(1), 365–393. https://doi.org/10.1146/annurev-polisci-041719-102556
Gagnon, N., & Dubeau, A. (2023). Building and maintaining self-efficacy beliefs: A study of entry-level vocational education and training teachers. Vocations and Learning, 16(3), 511–532. https://doi.org/10.1007/s12186-023-09326-x
Gallego-Jiménez, M. G., Rodríguez Otero, L. M., & Muñoz-Herrera, C.-M. (2025). Validation of an instru-ment to evaluate inclusive education according to vocational training students: Assessing inclu-sive education in vocational training: Validation of a student perceptions based instrument. In-ternational Journal of Inclusive Education, 1–20. https://doi.org/10.1080/13603116.2025.2550778
Garcia-Lopez, C., Mor, E., & Tesconi, S. (2020). Human-centered design as an approach to create open educational resources. Sustainability, 12(18), 7397. https://doi.org/10.3390/su12187397
Griffin-Shirley, N., Bozeman, L., Okungu, P., Ihenagwam, C., & Nguyen, T. (2023). Teaching Strategies and nonvisual skills used by orientation and mobility specialists who are visually impaired. Journal of Visual Impairment & Blindness, 117(1), 40–49. https://doi.org/10.1177/0145482X221150013
Griffin-Shirley, N., Bozeman, L., Okungu, P., Nguyen, T., & Ihenagwam, C. (2024). Non-visual teaching skills and strategies orientation and mobility instructors who are blind use to ensure the safety of the students with visual impairment. British Journal of Visual Impairment, 42(3), 636–641. https://doi.org/10.1177/02646196231152343
Gu, M. (2024). Empowering vocational education through digital technology: Innovating the teaching landscape. International Journal of New Developments in Education, 6(6). https://doi.org/10.25236/IJNDE.2024.060621
Hatami, M., & Chegini, M. (2024). Enhancing digital content accessibility for the hearing impaired through ai-driven visual representations. 2024 10th International Conference on Artificial Intel-ligence and Robotics (QICAR), 322–328. https://doi.org/10.1109/QICAR61538.2024.10496621
Hidayat, A. K., Setyawati, H., Hidayatullah, F., Hasanah, N., Purnomo, E., & Supriyanto, S. (2026). The impact of physical activity-based freedom of movement on social-emotional development in kindergarten. Retos, 77, 612–627. https://doi.org/10.47197/retos.v77.118644
Jalaluddin, R., Barolia Ahmed Shiviji, R., & Amarsi, Y. (2025). Challenges in implementing methodologi-cal triangulation in mix-method research. Journal of Asian Development Studies, 14(2), 1180–1187. https://doi.org/10.62345/jads.2025.14.2.92
Jayalath, J., & Esichaikul, V. (2022). Gamification to enhance motivation and engagement in blended elearning for technical and vocational education and training. Technology, Knowledge and Learning, 27(1), 91–118. https://doi.org/10.1007/s10758-020-09466-2
Kaimara, P., Deliyannis, I., & Oikonomou, A. (2022). Content design for inclusive educational environ-ments. In L. Daniela (Ed.), Inclusive Digital Education (pp. 97–121). Springer International Pub-lishing. https://doi.org/10.1007/978-3-031-14775-3_6
Kaufmann, H. R., Kurth, A., Shukla, S., Tirrel, H., & Schäffner, L. (2022). Inclusive online collaborative learning environments in vocational education. In A. Thrassou, D. Vrontis, L. Efthymiou, Y. We-ber, S. M. R. Shams, & E. Tsoukatos (Eds.), Business Advancement through Technology Volume I (pp. 241–270). Springer International Publishing. https://doi.org/10.1007/978-3-031-07769-2_12
Klingenberg, O. G., Holkesvik, A. H., & Augestad, L. B. (2020). Digital learning in mathematics for stu-dents with severe visual impairment: A systematic review. British Journal of Visual Impair-ment, 38(1), 38–57. https://doi.org/10.1177/0264619619876975
Kosiol, J., Silvester, T., Cooper, H., Alford, S., & Fraser, L. (2024). Revolutionising health and social care: Innovative solutions for a brighter tomorrow – a systematic review of the literature. BMC Health Services Research, 24(1), 809. https://doi.org/10.1186/s12913-024-11099-5
Krismadinata, K., Verawardina, U., Jalinus, N., Rizal, F., Sukardi, S., Sudira, P., Ramadhani, D., Lubis, A. L., Friadi, J., Arifin, A. S. R., & Novaliendry, D. (2020). Blended learning as instructional model in vo-cational education: Literature review. Universal Journal of Educational Research, 8(11B), 5801–5815. https://doi.org/10.13189/ujer.2020.082214
Leask, C. F., Skelton, D. A., Altenburg, T. M., Cardon, G., Chinapaw, M. J. M., De Bourdeaudhuij, I., Ver-loigne, M., & Chastin, S. F. M. (2019). Framework, principles and recommendations for utilising participatory methodologies in the co-creation and evaluation of public health interventions. Research Involvement and Engagement, 5(1), 2. https://doi.org/10.1186/s40900-018-0136-9
Li, R., Srikhao, S., & Jantharajit, N. (2024). From classroom to career: Enhancing vocational education through collaborative and active learning. Journal of Education and Educational Development, 11(2), 332–344. https://doi.org/10.22555/joeed.v11i2.1226
Matović, N., & Ovesni, K. (2023). Interaction of quantitative and qualitative methodology in mixed methods research: Integration and/or combination. International Journal of Social Research Methodology, 26(1), 51–65. https://doi.org/10.1080/13645579.2021.1964857
Meulen, A. V. D., Hartendorp, M., Voorn, W., & Hermans, F. (2024). Observing the computational con-cept of abstraction in blind and low vision learners using the Bee-bot and Blue-bot. Computer Science Education, 34(4), 806–828. https://doi.org/10.1080/08993408.2023.2272232
Muh. Rizal Samad. (2026). Competency based learning models in vocational education: A literature review. Journal of Vocational Education and Technical Engineering, 1(1), 1–9. https://doi.org/10.64850/jovete.v1i1.188
Na, C., & Isa, Z. M. (2024). Exploring the influence of teacher self-efficacy on teaching quality in higher vocational education. Journal of Digitainability, Realism & Mastery (DREAM), 3(07), 16–27. https://doi.org/10.56982/dream.v3i07.246
Nayak, A. K., Prakash, Y., Jayarathna, S., Lee, H.-N., & Ashok, V. (2026). Contextual Scaffolding and self-efficacy: Supporting computer skill development among blind learners in India. Proceedings of the 2026 CHI Conference on Human Factors in Computing Systems, 1–21. https://doi.org/10.1145/3772318.3791509
Nwachukwu, E. L., Nwamaka Goodness Egbue, & Ijeoma Victor-Nwakaku. (2025). Adaptive learning systems: Bridging instructional technology and personalized pedagogy through design thinking. Journal Of Digital Learning And Distance Education, 4(5), 1689–1703. https://doi.org/10.56778/jdlde.v4i5.588
Otero, J. P. G. D. (2024). About the integration of Technical and Vocational Education and Training (TVET) in systems of innovation: A critical discourse analysis and comparative study across Brazil and Germany [Universität Osnabrück]. https://doi.org/10.48693/576
Pan, T., & Jiang, L. (2025). Tech-enhanced learning: Evaluating general education in vocational colleges through technology integration. The Asia-Pacific Education Researcher, 34(4), 1245–1255. https://doi.org/10.1007/s40299-024-00936-0
Priyadharsini, V., & Sahaya Mary, R. (2024). Universal Design for Learning (UDL) in inclusive educa-tion: Accelerating learning for all. Shanlax International Journal of Arts, Science and Humani-ties, 11(4), 145–150. https://doi.org/10.34293/sijash.v11i4.7489
Qin, C. (2024). Discussion on the curriculum design and implementation of competency-based voca-tional education. Journal of Modern Educational Theory and Practice, 1(2). https://doi.org/10.70767/jmetp.v1i2.357
Reich, A., Rooney, D., & Lizier, A. L. (2021). Using technology integration frameworks in vocational ed-ucation and training. International Journal of Training Research, 19(2), 93–106. https://doi.org/10.1080/14480220.2020.1864447
Roemintoyo, & Wibawanto, H. (2023). Management and use of multimedia as an ICT-based learning media to improve the skills of vocational school students. Journal of Humanities and Social Sci-ences Studies, 5(2), 01–10. https://doi.org/10.32996/jhsss.2023.5.2.1
Saienko, N., Lavrysh, Y., & Lukianenko, V. (2020). The impact of educational technologies on university teachers’ self-efficacy. International Journal of Learning, Teaching and Educational Research, 19(6), 323–336. https://doi.org/10.26803/ijlter.19.6.19
Schmid, E. & Veerle Garrels. (2022). Editorial: Inclusion in Vocational Education and Training (VET). Nordic Journal of Comparative and International Education (NJCIE), 6(3). https://doi.org/10.7577/njcie.5073
Sharma, B. U. (2024). Adaptive learning technologies: Personalizing Education for students with special needs. International Journal of Science and Research (IJSR), 13(8), 1452–1455. https://doi.org/10.21275/SR24823234357
Shirley, B., & Ward, L. (2021). Intelligibility versus comprehension: Understanding quality of accessible next-generation audio broadcast. Universal Access in the Information Society, 20(4), 691–699. https://doi.org/10.1007/s10209-020-00741-8
Smeplass, E. (2025). Nurturing inclusivity and professional growth among vocational teachers through communities of practice. Pedagogy, Culture & Society, 33(3), 785–804. https://doi.org/10.1080/14681366.2023.2268108
Soleimani, H., Mohammaddokht, F., & Fathi, J. (2022). Exploring the Effect of assisted repeated reading on incidental vocabulary learning and vocabulary learning self-efficacy in an EFL context. Fron-tiers in Psychology, 13, 851812. https://doi.org/10.3389/fpsyg.2022.851812
Tajuddin, N. I. I., Abas, U.-H., Aziz, K. A., Nor, R. N. H., Izni, N. A., Sudin, M. N., Anim, N. A. H. M., & Noor, N. M. (2025). Content validity assessment using Aiken’s V: Knowledge integration model for blockchain in higher learning institutions. International Journal of Advanced Computer Science and Applications, 16(6). https://doi.org/10.14569/IJACSA.2025.0160659
Tseng, J.-J., Chai, C. S., Tan, L., & Park, M. (2022). A critical review of research on Technological Peda-gogical and Content Knowledge (TPACK) in language teaching. Computer Assisted Language Learning, 35(4), 948–971. https://doi.org/10.1080/09588221.2020.1868531
Wu, S. (2024). Application of multimedia technology to innovative vocational education on learning satisfaction in China. Plos One, 19(2), e0298861. https://doi.org/10.1371/journal.pone.0298861
Yang, C., Wang, T., & Xiu, Q. (2025). Towards a sustainable future in education: A systematic review and framework for inclusive education. Sustainability, 17(9), 3837. https://doi.org/10.3390/su17093837
Younis, B. (2025). Developing and Validating the contextual technology andragogy/pedagogy entrepre-neurship work content knowledge model: A framework for vocational education. IEEE Trans-actions on Education, 68(1), 57–66. https://doi.org/10.1109/TE.2024.3449636
Zarafshani, K., Solaymani, A., D’Itri, M., Helms, M. M., & Sanjabi, S. (2020). Evaluating technology ac-ceptance in agricultural education in Iran: A study of vocational agriculture teachers. Social Sci-ences & Humanities Open, 2(1), 100041. https://doi.org/10.1016/j.ssaho.2020.100041
Zhu, X. T., Qiu, Z., Wei, Y., Wang, J., & Jiao, Y. (2026). Understanding the practice, perception, and chal-lenge of blind or low vision students learning through accessible technologies in non-inclusive “blind colleges.” International Journal of Human–Computer Interaction, 42(3), 1634–1662. https://doi.org/10.1080/10447318.2025.2526569
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Hilda Oktri Yeni, Setya Rahayu, Nasuka Nasuka, Arif Setiawan, Heny Setyawati, Hermawan Pamot Raharjo, Taufiq Hidayah; Fadli Surahman
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
