Media Accessibility in Education: Combining Bibliometric Study and Literature Review

Abstract

Media accessibility in education is vital for inclusive learning. It ensures that all students can engage with educational content, regardless of their abilities. By offering accessible formats like closed captions, transcripts, and audio descriptions, barriers to learning are eliminated. Media accessibility benefits not only those with sensory impairments but also students with learning disabilities, language barriers, or different learning preferences. Legislation and scientific studies emphasize the importance of media accessibility in education. From a methodological point of view, we will use the bibliometric study and literature review. By applying criteria specific to the two methods of analysis (keywords, language of writing documents, type of journal, number of citations, etc.), we will select articles that correspond to the objectives of the research. From an empirical point of view, theories such as social-cognitive theory, social constructivism or media richness theory will guide us in analyzing the data and establishing relevant conclusions for this field. The results we obtained confirm the importance of the study of specialized literature through specific methods and techniques in the development of new perspectives in the field of media accessibility.

1 Introduction

In an era dominated by the digital transformation of educational practices, the accessibility of media in learning environments emerges as a critical concern, especially for individuals with disabilities. As the landscape of educational resources expands to include a myriad of media formats, ranging from online courses to audiovisual materials, the imperative to ensure equitable access becomes increasingly pronounced. This chapter embarks on a comprehensive exploration of the intersection between media accessibility and education, guided by a bibliometric analysis of contemporary research trends. Rooted in the recognition of the transformative potential of media in education, our inquiry seeks to unravel the nuanced challenges and opportunities that shape the accessibility landscape.

The proliferation of digital media in education, encompassing diverse formats such as Massive Open Online Courses (MOOCs) and multimedia presentations, underscores the need for a comprehensive understanding of accessibility. Recognizing that media serves as a pivotal vehicle for knowledge dissemination, our inquiry delves into the multifaceted dimensions of accessibility. From accommodating individuals with disabilities to addressing diverse learning styles, the contextualization of media accessibility within the educational landscape sets the stage for our exploration.

In this chapter, we present the outcomes of a bibliometric analysis of articles on media accessibility and education. We searched Scopus, a widely used bibliometric database, for this study. The sample of this study consists of peer-reviewed journal articles published between 2013 and 2022. As a result of the query, 100 studies were obtained. After removing publications that were not peer-reviewed or were written in a language different from English, the size of the corpus was reduced to 50 studies. Then, the studies were meticulously reviewed, and it was determined that 17 studies were outside the scope of the study. For this reason, the final dataset to be used in the study consists of 33 studies. These studies were reviewed in detail according to the criteria, keywords, method/methodologies, used technologies, study areas/scope, and working scales/sample of study. The analysis of the review results found eleven clusters. Results of study reveal the current situation of media accessibility in education.

In the remainder of the chapter, we start by contextualizing media accessibility in the domain of education. This is followed by the presentation of the methodology employed and the findings from the bibliometric study. The chapter concludes with a discussion of the findings.

2 Literature Review

Our analysis uses bibliometric analysis as a method, which is considered a recent method easy to use due to (1) the existence of a large number of documents—articles, book chapters, and legislative documents—to which researchers have free access; (2) the development of analysis programs—Gephi, Leximancer, and VOSviewer—which facilitate the work of researchers and lead to results and conclusions relevant for the academic, scientific environment; and (3) the accelerated development of cross-disciplinary studies that can be analyzed in a much more efficient manner by applying bibliometric analysis.

Due to the development of scientific literature in all fields, the methodology of their analysis has been diversified. Thus, for similar objectives, some authors opt for meta-analysis, document mapping, or systematic literature review. It is very important to understand what the particularities of each method are and what is the most suitable option considering the proposed objectives, the volume of documents to be analyzed, etc. A systematic literature review is a theoretical approach used to review relevant documents in a particular field, where documents are selected based on certain criteria of relevant databases (Okoli, 2015). If the systematic review proposes an aggregation of primary studies in terms of research results and investigates whether the results are consistent or contradictory, the mapping study aims to classify the relevant literature based on defined analysis categories (Kitchenham et al., 2010). Unlike the two previous methods, bibliometric analysis is a computer-assisted scientific review that can provide not only a greater amount of information about topics and authors but also relational information on a given topic (Han et al., 2020). Considering the topic addressed by us in this chapter, we consider bibliometric analysis much more appropriate to use.

2.1 Historical Evolution of Media Accessibility in Education

The development of media accessibility solutions for educational settings has been a long and ongoing process, reflecting both the changing needs of learners and the advancement of technology. Early efforts focused on providing access to printed materials for individuals with visual impairments, such as braille transcription and audio recordings (American Printing House for the Blind, 2023). As technologies such as television and video emerged, so did the need for solutions to make these media accessible to a wider range of learners. In the 1970s and 1980s, closed captioning and descriptive video narration (DVN) began to be developed and adopted, providing access to auditory content for individuals who are deaf or hard of hearing (U.S. Department of Justice, 2023).

The advent of the Internet in the 1990s spurred developments in web accessibility, with initiatives such as the Web Content Accessibility Guidelines (WCAG) emerging to address digital inclusivity (W3C, 2023). This era also witnessed the integration of technologies like screen readers, sign language interpreters, and multimedia transcripts to enhance educational content accessibility. Notable milestones include the implementation of Section 508 in the United States, setting standards for electronic and information technology accessibility in federal agencies (Access Board, 2023).

In recent years, there has been a growing focus on making educational technology accessible, including software, learning management systems, and educational games. This has led to the development of a variety of tools and techniques, such as alternative input methods, alternative output methods, and assistive technologies (Haleem et al., 2022). More recently, the rise of artificial intelligence has presented new opportunities for personalized and adaptive learning experiences. Machine learning algorithms are being explored to automatically generate captions, transcripts, and alternative formats, showcasing a paradigm shift in addressing accessibility challenges (Pereira & Duarte, 2023).

2.2 Theoretical Frameworks and Models for Media Accessibility

Media accessibility in educational contexts is grounded in various theoretical frameworks and models that emphasize the importance of inclusive and equitable learning environments for all students, regardless of their individual abilities or disabilities. These frameworks provide a foundation for understanding the significance of media accessibility and the role it plays in promoting inclusive education.

One of the most influential frameworks for media accessibility in education is the universal design for learning (UDL). UDL is a set of principles and guidelines for creating learning experiences that are accessible to all learners, including those with disabilities (Burgstahler, 2013). The three main principles of UDL are as follows:

• 1. Multiple means of representation: Provide learners with various ways to access and process information, such as text, images, audio, and video.

• 2. Multiple means of action and expression: Provide learners with various ways to demonstrate their understanding, such as writing, speaking, drawing, and using assistive technologies.

• 3. Multiple means of engagement: Provide learners with various ways to connect with and motivate themselves to learn, such as choice, personalization, and collaboration.

Social-cognitive theory, developed by Albert Bandura, posits that learning occurs through a combination of observation, imitation, and social interaction (Bandura, 1977). This theory has been applied to media accessibility in education to understand how media can be used to promote positive social interactions and self-efficacy among students with disabilities. For instance, educational videos with closed captioning and descriptive video narration can provide deaf and hard-of-hearing students with access to the same social and emotional cues as their hearing peers, fostering their inclusion and participation in the learning environment.

Social constructivism, a theory of learning that emphasizes the role of social interaction in the construction of knowledge, has informed the development of media accessibility tools and practices (Vygotsky, 1978). For example, online discussion forums and collaborative learning environments can be made accessible to students with disabilities through features like text-to-speech and real-time captioning, enabling them to participate fully in these social learning spaces.

The social model of disability, originating in the disability studies field, posits that disability results from societal barriers rather than inherent impairments (Oliver, 1996). Applied to media accessibility, this model emphasizes the importance of removing barriers in educational content to ensure equitable access for all learners, aligning with inclusive pedagogical principles.

In the realm of technology, the media richness theory offers insights into the selection of communication media based on their ability to convey information (Daft & Lengel, 1986). Applied to educational media, this theory suggests that the richness of content should be preserved across various formats to accommodate different learning styles and preferences. Consequently, educators must consider the inherent richness of different media when designing accessible educational materials.

These theoretical frameworks collectively form a foundation for understanding the significance of media accessibility in educational contexts, emphasizing the principles of inclusivity, proactive design, and the removal of barriers to learning.

2.3 Impact of Media Accessibility on Learning Outcomes

Research provides valuable insights into the impact of multimedia and digital technologies on student learning outcomes, retention rates, and academic achievement. Birch et al. (2010) explore the impact of multiple representations of content using multimedia on learning outcomes. While the experiment did not show a significant improvement in learning performance, students reported favorable perceptions of multimodal learning elements, suggesting that such approaches enhance comprehension and retention.

Burgstahler and Cory (2008) investigated the influence of captioned videos on student learning. The findings indicated that students exposed to captioned videos exhibited improved comprehension and retention of content compared to those without captions. This underscores the significant role of media accessibility, particularly captions, in supporting diverse learning styles and reinforcing educational content.

In the realm of online learning, Cavanaugh et al. (2004) investigated the impact of multimedia design principles, including accessibility features, on student achievement in online courses. The results indicated that courses incorporating these principles led to higher student satisfaction, engagement, and improved learning outcomes.

Srivastava (2012) emphasizes the growth of multimedia within the education sector and its acceleration in recent years. The study acknowledges the potential of multimedia learning resources in supporting concept development, allowing teachers to focus on facilitating learning while students engage with interactive multimedia elements. The Educomp Smart Class program, discussed in the paper, demonstrates positive impacts on students, fostering curiosity and aiding in the understanding of complex concepts.

Poquet et al. (2018) conducted a systematic review of video-based learning from 2007 to 2017, synthesizing the effects of manipulating video presentation, content, and tasks on learning outcomes. The findings highlight the importance of addressing the gap between large-scale data analysis on video interaction and experimental findings, suggesting a direction for future research in video-based learning.

Agisni et al. (2023) delve into the effectiveness of multimedia learning and its impact on student achievement. The study acknowledges the advantages of multimedia, including enhanced visual appeal, support for diverse learning styles, improved information retention, and enhanced understanding of complex concepts. The effectiveness of multimedia learning is contingent on factors such as design, student characteristics, learning objectives, and technological infrastructure.

Pradana (2023) focuses on the impact of digital media on student learning at the university level. The research aims to improve students’ perceptions of the utility of digital media in the classroom. While the study recognizes the practicality and less labor-intensive nature of using digital media, it underscores the importance of addressing factors like the quality of instructional materials, technological equipment availability, and trainer assistance.

In conclusion, the collective findings suggest that multimedia and digital technologies have the potential to positively impact student learning outcomes, retention rates, and academic achievement. However, the effectiveness of these approaches depends on various factors, including design considerations, technological infrastructure, and the quality of instructional materials. Addressing these factors is crucial for maximizing the benefits of media accessibility in education.

2.4 Technological Advances in Media Accessibility

The evolution of multimedia technologies has significantly influenced the educational landscape, as evident in the works of Almara’beh et al. (2015) and Barnard (1992). Almara’beh et al. emphasize the transformative impact of multimedia on education, citing the convergence of satellite, computers, audio, and video to create dynamic learning environments. The integration of multimedia not only enhances interaction between teachers, students, and courseware but also provides innovative ways to make learning more dynamic and applicable to real-world scenarios.

Bahja et al. (2021) address the challenges and opportunities arising from technological changes in higher education. The ubiquity of the Internet and smartphones has made information more accessible, prompting a shift in student reliance from traditional classroom resources to online platforms. The study underscores the need to adapt pedagogical approaches to effectively integrate technology into higher education, especially in the post-pandemic era.

Molnár and Szűts (2014) delve into the profound impact of mobile communication and media devices on learning mechanisms. Students’ reliance on online sources, social networking sites, and the shift from teachers as information sources to methodological guides are highlighted. The study emphasizes the effectiveness and efficiency of modern learning environments supported by information and communication technologies (ICTs) in higher education.

Kistan (1996) underscores the role of multimedia in narrowing information gaps, emphasizing its contribution to creating rich learning environments. Multimedia not only enriches learning but also empowers individuals to apply technology as both users and developers, contributing to societal development.

Nicolaou et al. (2019) explore the integration of audiovisual media technologies in technology-enhanced learning and teaching methodologies. The paper emphasizes the transformative effects of contemporary advancements in science and technology on education, especially in media studies, where audiovisual media technologies play a crucial role.

Mfreke et al. (2020) highlight the indispensable role of media technology in teaching and learning. The rapid growth of information and communication technology (ICT) is shown to have brought remarkable changes to education in the twenty-first century. However, the study also identifies challenges, such as the need for instructors and learners to acquire essential skills and a prevalent negative attitude toward media technology.

Hong and Shin (2015) focus on the application of multimedia and wireless technology in education. The study explores the use of mobile and wireless multimedia tools, examining available resources for learning and suggesting ways to integrate these tools for effective education. It also considers the role of smartphones, applications, and modern mobile technologies in enhancing the learning environment.

In summary, the discussed papers collectively highlight the transformative role of multimedia, mobile communication, and audiovisual media technologies in shaping the landscape of media accessibility tools and services in education. These advancements have not only changed the way information is accessed and disseminated but also prompted the need for educators to adapt pedagogical approaches and methodologies to meet the evolving demands of the digital era.

2.5 Challenges and Future Directions in Media Accessibility

Implementing media accessibility in education faces multifaceted challenges and barriers that impede its seamless integration. Resource constraints, including limited budgets and technical expertise, present a significant hurdle for educational institutions seeking to adopt and implement media accessibility solutions (Zhang et al., 2020). The lack of awareness among educators and content creators about the importance of media accessibility, coupled with a dearth of knowledge regarding available tools and guidelines, further compounds the challenge (Matamala & Orero, 2019). Additionally, the existence of varied and evolving accessibility standards contributes to confusion and inconsistencies in the implementation of accessible media across different educational platforms (Fathauer & Rao, 2019; Oncins & Orero, 2021). Technological gaps, where educational technologies and platforms may not uniformly support accessibility features, contribute to disparities in the accessibility of digital learning materials (Tare et al., 2022). Moreover, resistance to change, whether rooted in institutional inertia or individual reluctance, poses a formidable barrier to the widespread integration of media accessibility solutions in educational settings.

Looking ahead, potential future directions and trends in media accessibility research and implementation offer promising avenues for improvement. Artificial intelligence (AI) stands out as a key area, with the potential for AI-driven personalization of media accessibility features based on individual learning preferences (Carbonaro, 2021; Wald, 2021). Exploring how emerging technologies like virtual and augmented reality can enhance accessibility in immersive educational environments is another intriguing direction (Scavarelli et al., 2021). The development of cross-platform integration for accessibility features, ensuring uniform access to media content across various educational platforms, is an area warranting further exploration. User-centered design principles can be leveraged to refine and improve the design of media accessibility tools, considering diverse user needs and preferences (Ortiz-Escobar et al., 2023). Research advocating for policies that promote the integration of media accessibility in educational settings, addressing systemic barriers, is crucial for creating an inclusive learning environment.

3 Methodology

The study was carried out in two stages. In the first stage, bibliometric analysis was carried out, and 50 articles were analyzed. As a result of bibliometric analyses, general statistical analysis information about the studies was obtained. In the second stage, 50 studies were examined in detail, and 33 of them were examined in detail as literature review.

3.1 Bibliometric Analysis

Bibliometric analysis is a numerical analysis method that allows the application of mathematical and statistical methods to text data such as journals and books (Pritchard, 1969). The history of bibliometric analysis dates to the 1950s (Wallin, 2005). However, this method has gained popularity in parallel with the creation of large-scale bibliographic databases (Zupic & Čater, 2015). Bibliometric analysis is based on two basic procedures, performance analysis and scientific mapping (Cobo et al., 2011). Performance analysis includes measuring the performance of countries, institutions, authors, or regions according to publication outputs and citations. In other words, performance analysis is used to reveal the contributions of different research components. Scientific mapping, on the other hand, focuses on explaining the relationships between research components (Donthu et al., 2021). Both were used in this study.

3.2 Search Strategy, Data Collection, Data Preprocessing, and Data Analysis

The creation of the appropriate corpus is one of the most important steps in literature studies. To select relevant studies for this review, a study had to conform to the following criteria: (1) published between 2013 and 2022; (2) published in a Scopus database; (3) focused on media accessibility; (4) articles in English. In this context, Scopus, a widely used bibliometric database, was used in this study. The sample of this study consists of peer-reviewed journal articles published between 2013 and 2022. The Scopus database was searched using the following query for title, summary, and keywords.

• ((“media accessibility” OR “accessibility in media” OR “accessible media” OR “media inclusion”) AND (educat* OR learn* OR teach*))

As a result of the query, 100 studies were obtained. Studies whose type was specified as an article and whose language was written in English were included in the scope, probably because they underwent a rigorous evaluation process. Thus, the number of corpora to be used in the study was reduced to 50 studies. Then, the studies were meticulously reviewed, and it was determined that 17 studies were not suitable for the scope of the subject. For this reason, the final dataset to be used in the study consists of 33 studies. These studies were reviewed in detail according to the criteria’s, keywords, method/methodologies, used technologies, and study areas/scope. The process is summarized in Fig. 1.

Fig. 1

Document selection process

Preprocessing of data is an important step in determining the effectiveness of an analysis. During the data preprocessing of bibliometric studies, singular–plural expression of keywords, synonyms, and the use of abbreviations should be considered. In addition, the spelling of author names, which is important in determining the intellectual structure, should also be checked. Accordingly, in the study, synonymous keywords were identified and reduced to a single word. In addition, the arrangement was made by matching singular and plural. No contradictions were observed regarding the author names.

VOSviewer software was used during the data analysis phase. In the performance analysis, citation rates were considered to determine the best journals in the field. Co-citation analysis, which relates the relationship between authors to the amount of co-citation, was conducted for the intellectual structure of the field (White & Griffith, 1981). Authors with at least five citations were included in the co-citation analysis. Co-author analysis, which is an indicator of collaboration, was carried out to determine the social structure (Zupic & Čater, 2015). Authors who received at least one citation were included in the co-authorship analysis.

4 Findings and Results

4.1 Findings Obtained from Bibliometric Analyses

Performance Analysis. When Fig. 2 is examined, it is seen that the number of publications related to media accessibility in education has a fluctuating trend until 2018. It showed increasing momentum between 2018 and 2019. However, the number of publications between 2020 and 2022 remains constant.

Fig. 2

Change in the number of publications over the years

The stability in the number of publications related to media accessibility in education between 2020 and 2022 could be attributed to various factors, including the global impact of the COVID-19 pandemic. The unprecedented challenges posed by the pandemic may have redirected research efforts and resources toward urgent issues related to remote learning, digital education, and technology integration in response to widespread disruptions in traditional educational practices. Additionally, during this period, researchers and educators may have been focused on adapting to new instructional formats and addressing immediate concerns rather than producing a significant volume of publications in the field of media accessibility.

The most influential journals. As a result of the citation analysis carried out to determine the most important journals in media accessibility research in education, it was determined that there were 27 journals that received at least one citation out of 30 journals. As a result of the analysis, the top ten journals with the highest citation value are shown in Table 1.

Table 1 Ten most influential journals on media accessibility in education

When Table 1 is examined, it is seen that the most influential journal is the Journal of Specialized Translation. This journal is followed by the journal “Linguistica Antverpiensia, New Series—Themes in Translation Studies”. It is also interesting that there are journals from various fields such as medicine, language education, and history among the ten most influential journals in this field.

Structure of the author co-citation network. As a result of the co-citation analysis, it was determined that there were 1890 authors in the bibliography of the study. Twenty six of these authors received at least five citations. The common citation network created by the relevant authors is shown in Fig. 3.

Fig. 3

Co-citation network map

When Fig. 3 is examined, it is seen that four different clusters are formed. The positions of the circles representing the clusters indicate the likelihood of authors to cite similar studies. However, the focus of authors on similar topics in a cluster is directly proportional to the distance of the circles symbolizing the authors. Considering this context, both the authors of the red (Diaz-Cintas J., D. Kiraly et al.), green (D. I. Fels, I. Fryer, G. M. Greco et al.), and yellow (P. Romero-Fresco and C. Eugeni) clusters potentially work on very similar topics both among themselves and with other authors. The distance from the center of the blue (A. Ibanez Moreno, N. Talavan, Lertola et al.) cluster indicates that they focus on different issues than the authors in other clusters. However, the closeness of the circles indicates that the authors of the blue set focus on similar issues within themselves.

Structure of cooperation between countries. With the co-authorship analysis, it was aimed to reveal the social structure of the field. Countries with at least one publication and at least one citation were included in the analysis. Sixteen out of 21 countries met the inclusion criteria. However, Australia, Spain, China, Czech Republic, Germany, Norway, Turkey, and United States are not included in the analysis as they are not affiliated with any country. The co-authorship map reflecting the cooperation between countries is shown in Fig. 4.

Fig. 4

Co-authorship map by country

The country co-authorship map consists of three different clusters. Each cluster has an equal number of countries. Belgium has the highest total link strength (TLS = 2) in the red cluster. In the blue cluster, Spain (TLS = 4) is the country with the highest total link strength, while in the green cluster, United Kingdom (TLS = 3) ranks first in terms of total link strength. When Fig. 4 is examined, it is seen that Spain and United Kingdom are the most effective countries in terms of media accessibility in education. In addition, the co-authorship map on a country basis shows that collaborations in the field of media accessibility in education are still limited to a certain geography.

Research Themes of Media Accessibility in Education. The common word analysis map made to examine the change of research themes of the field according to time is shown in Fig. 5. The analysis was carried out over 140 words.

Fig. 5

Co-word analysis map

When Fig. 5 is examined, it is seen that 11 clusters are formed. Looking at the common word analysis map, it is noticed that the most frequently used keyword is “audio description”. This keyword is followed by the keywords “accessibility” and “audiovisual translation”. In addition, it is seen that cluster 1, cluster 4, cluster 7, and cluster 10 belong to the studies carried out between 2018 and 2020. It is noticed that cluster 2 and cluster 8 cover the studies between 2016 and 2018, and cluster 3 covers the works of 2020 and beyond. On the other hand, it is noteworthy that some of the cluster 2 and cluster 11 are keywords originating from the studies of 2016. Cluster 5 and cluster 6 consist of keywords for the 2022 period.

The observed clustering pattern in bibliometric analysis, with specific clusters associated with distinct time periods, suggests a temporal evolution in the research landscape of media accessibility in education. The prominence of the keyword “audio description” as the most frequently used term underscores a sustained interest in this aspect of accessibility. The prominence of “accessibility” and “audiovisual translation” as subsequent keywords reflects broader themes in the field. Clusters 1, 4, 7, and 10 focusing on studies from 2018 to 2020 may indicate a concentrated research effort during this period, possibly driven by emerging trends, technological advancements, or educational policy changes. Clusters 2 and 8 covering studies from 2016 to 2018 suggest an earlier wave of research, perhaps laying the groundwork for subsequent investigations. Cluster 3, representing works from 2020 and beyond, could signify a response to the challenges posed by the COVID-19 pandemic and the subsequent surge in interest in digital education and accessibility. Clusters 5 and 6, consisting of keywords for the 2022 period, indicate a more recent shift or a continued focus on specific aspects of media accessibility, possibly reflecting ongoing developments or emerging research directions.

The presence of keywords from 2016 in clusters 2 and 11 may suggest enduring themes or foundational concepts that have persisted over time. Overall, the clustering based on time periods likely reflects the dynamic nature of research in media accessibility in education, influenced by technological advancements, societal changes, and evolving educational priorities.

Figure 6 provides a visual representation of the clusters of keywords derived from the literature review.

Fig. 6

Clusters and keywords

The clusters of keywords suggest a multifaceted approach to media accessibility and education. Cluster 1 emphasizes the importance of integrating accessibility studies into curriculum design, drawing on critical theory and the social model of disability. It suggests the need for proactive, user-centered approaches to counter implicit bias and stigmatization. Cluster 2 highlights the role of assistive technologies in promoting accessibility in e-learning platforms like MOOCs and fostering social justice. The keywords suggest the importance of collaborative work and peer-based learning in creating a smart, sustainable society. Cluster 3 focuses on professional practice, inclusion, and quality in the field of audiovisual translation (AVT). It underscores the need for task-specific skills, training, and certification. Cluster 4 brings attention to the role of guidelines in ensuring media accessibility, with a focus on audio description. It suggests a need for training in film making degrees and the use of volunteers in accessibility services. Cluster 5 raises ethical issues related to privacy, mental health, and the use of technology aids, particularly in the context of social media. Cluster 6 suggests the importance of support staff and teaching assistants in fostering independence and self-advocacy among students with vision impairments. Cluster 7 highlights the role of audiovisual translation, sign language interpreting, and subtitling in enhancing foreign language learning and co-accessibility. Cluster 8 draws attention to the role of legislation such as the ADA and CVAA in promoting accessibility and the importance of pedagogy in meeting these standards. Cluster 9 emphasizes the role of creative subtitling and universal design in accessible filmmaking. Cluster 10 suggests the importance of training and course design in audio description, with a focus on situated learning. Finally, cluster 11 emphasizes the need for teacher training and the design of accessible educational material, particularly for the blind.

These clusters collectively underscore the need for a comprehensive, multidisciplinary approach to media accessibility and education, encompassing curriculum design, assistive technologies, professional practice, ethical considerations, legislative compliance, and teacher training.

Systematic Literature Review. In the second part of study, 33 articles were reviewed in detail according to the criteria: keywords, method/methodologies, used technologies, and study areas/scope. There are 33 studies derived from rigorously filtered data. Figure 7 shows that these studies were carried out using different methods.

Fig. 7

Methodologies of articles

The most preferred method is the qualitative method, and there are 16 qualitative studies including reviews. Another preferred method is quantitative: 11. In the quantitative studies, the survey method was mostly preferred. There are also two studies that use mixed methods, in which qualitative and quantitative methods are used together. The remaining four studies are design-based.

Media accessibility in education is divided into different areas of study. Presented in Fig. 8, these can be categorized as individuals with disabilities (11), accessibility (8), learning effect (8), individuals with disabilities and accessibility (3), ethics (1), and addiction (1).

Fig. 8

Research field/scope of studies

However, other studies have considered different technologies. These include audio or video works for individuals with disabilities. According to study data, presented in Fig. 9, TV is a widely preferred media tool. Massive Open Online Courses (MOOC) is the topic of two different studies. In the 33 studies, seven studies did not mention technology or did not use technology.

Fig. 9

Used technology in articles

The literature review findings provide valuable insights into the methodologies, research scope, and technological dimensions of studies on media accessibility in education. The prevalence of qualitative methods, including reviews, in 16 out of 33 studies suggests a strong inclination toward exploring the subjective experiences, perceptions, and qualitative aspects of media accessibility. This qualitative focus may be indicative of a nuanced understanding of the lived experiences of individuals with disabilities in educational settings.

The prominence of quantitative methods in 11 studies, particularly through survey methodologies, underscores a commitment to empirical data collection and statistical analysis. This suggests a complementary effort to quantify and generalize findings regarding media accessibility and its impact on education.

The presence of two studies utilizing mixed methods signifies a recognition of the multifaceted nature of the research topic. This approach allows researchers to capture both the depth of qualitative insights and the breadth of quantitative data, providing a more comprehensive understanding of media accessibility in education. The categorization of studies based on their research scope reveals varied focal points. The emphasis on individuals with disabilities (11 studies) aligns with a growing awareness of inclusivity in education. The attention to accessibility (8 studies) and learning effects (8 studies) highlights the multifaceted nature of the relationship between media and education. The exploration of ethics and addiction in one study each reflects a recognition of the broader societal implications of media accessibility.

The diversity in technologies considered in the studies, ranging from traditional media like TV to modern platforms like MOOCs, indicates a dynamic landscape. The omission of technology in seven studies may suggest a focus on theoretical or conceptual aspects, highlighting the need for a balanced exploration of both practical applications and theoretical underpinnings in media accessibility research. In conclusion, the reviewed literature showcases a rich tapestry of research methodologies, scopes, and technological considerations, emphasizing the multidimensional nature of media accessibility in education and the need for comprehensive approaches to address this complex field.

5 Discussion and Conclusion

The examination of the results reveals intricate dynamics within the field of media accessibility in education, shedding light on key themes that bridge the literature review and empirical findings. In this discussion, we delve into three focused themes, namely intersectionality in media accessibility, emerging technologies and media accessibility, and challenges and gaps in current research.

5.1 Intersectionality in Media Accessibility

The identified research themes showcase the importance of adopting an intersectional lens when addressing media accessibility in educational settings. Considering the diverse needs of individuals with disabilities highlighted in the literature (Díaz Cintas & Remael, 2021), it is imperative to evaluate how these themes capture the nuanced experiences of different user groups. Our analysis aligns with the perspectives from Romero-Fresco et al. (2020), integrating factors such as disability type, cultural background, and educational context to understand the intricacies of ensuring equitable access to educational media. This discussion underscores the necessity of tailoring accessibility solutions to the multifaceted identities of learners.

5.2 Emerging Technologies and Media Accessibility

Building on the literature's emphasis on technological advancements shaping media accessibility (Zupic & Čater, 2015), our analysis explores the intersection of identified themes with emerging technologies. The literature's discussions on MOOCs and technological preferences (Donthu et al., 2021) guide our evaluation of how these themes anticipate and respond to challenges and opportunities posed by new technologies. This exploration accentuates the dynamic nature of the field, emphasizing the need for adaptive strategies to harness the potential of emerging technologies positively. As technology continues to evolve, the identified themes provide a foundation for future-proofing media accessibility in education.

5.3 Challenges and Gaps in Current Research

Rooted in the literature’s insights into bibliometric study methodologies (Zupic & Čater, 2015), our analysis identifies challenges and gaps within the current state of media accessibility research in education. Drawing from the literature's emphasis on study inclusion criteria and rigorous evaluation processes (Donthu et al., 2021), we assess how the identified themes contribute to addressing or exacerbating these challenges. By reflecting on the literature’s anticipation of methodological challenges, our discussion prompts the formulation of research questions that guide future directions for more robust and inclusive media accessibility research. This critical evaluation lays the groundwork for advancing the methodological rigor and depth of research in the field.

5.4 Limitations of the Research

Like all research, this work also has several limitations, and the results should be interpreted with this in mind. First, the inclusion criteria that guided the selection of studies for this bibliometric analysis may have influenced the results obtained. Some relevant studies may have been excluded. Second, the 70 papers included in the final selection were not distributed in such a way as to reflect a possibly generalized situation.

5.5 Concluding Remark

In conclusion, this discussion offers a nuanced understanding of the results, positioning them within the broader context of existing literature. The synthesis of theoretical perspectives and empirical findings not only contributes to the academic discourse on media accessibility but also informs actionable recommendations for researchers, educators, and policymakers committed to fostering inclusive educational environments.