Universal Design For Learning Principles Research Articles

“EDUPLAY”- Interactive Game Based Learning Platform

This research introduces an innovative approach to inclusive education through the development of a game-based Learning platform tailored for Persons with Disabilities (PwDs). With a focus on fostering an accessible and engaging educational environment, the platform aims to break down barriers and promote equal learning opportunities for individuals with diverse abilities. The present study investigates the use of gamification to foster commitment and engagement among users with disabilities. Two case studies demonstrating the application of gamification are provided. The first is the development of an application to teach a blind person, and the second one is the creation of an application to aid individuals with Autism Spectrum Disorder (ASD) in navigating their environment. The study reveals that universal design for learning principles can be used indirectly to adjust apps for users to utilize the software consistently. This study provides preliminary evaluations for both case studies, which were undertaken with relatively small samples. The first case study revealed that three blind individuals who took part in the review scored an average of 91.7on the system usability scale. At the same time, the second case study involving the observation of a single individual with ASD also revealed that utilizing the designed app improved performance. Despite the limited sample size, the findings suggest that gamification may effectively encourage and generate commitment among the users with disabilities.

Learning analytics and the Universal Design for Learning (UDL): A clustering approach

In the context of inclusive education, Universal Design for Learning (UDL) is a framework used worldwide to create learning opportunities accessible to all learners. While much research focused on the design and students' perceptions of UDL-based learning settings, studies on students’ usage patterns in UDL-guided elements, particularly in digital environments, are still scarce. Therefore, we analyze and cluster the usage patterns of 9th and 10th graders in a web-based learning platform called I3Learn.The platform focuses on chemistry learning, and UDL principles guide its design. We collected the temporal usage patterns of UDL-guided elements of 384 learners in detailed log files. The collected data includes the time spent using video and/or text as a source of information, working on learning tasks with or without help and working on self-assessments. We used Exploratory Factor Analysis (EFA) to identify relevant factors in the observed usage behaviors. Based on the factor loadings, we extracted features for k-means clustering and named the resulting groups based on their usage patterns and learner characteristics. The EFA revealed four factors suggesting that learners remain consistent in selecting UDL-guided elements that require a decision (video or text, tasks with or without help). Based on these four factors, the cluster analysis identifies six different groups. We discuss these results as a starting point to provide individualized learning support through further artificial intelligence applications and inform educators about learner activity through a dashboard.

Using Universal Design for Learning and Artificial Intelligence to Support Students with Disabilities

This paper explores whether Universal Design for Learning (UDL) can be combined with Artificial Intelligence (AI) to create a more inclusive pedagogy for students with disabilities. Two graduate level courses in Student Affairs with a combined enrollment of 37 students completed an AI-based assignment and provided survey data and artifacts of learning to assess student perception and academic impact. The sample reported higher than average rates of disabilities with over 30% reporting a learning disability and 43% reporting qualifying for disability services. The assignment was designed with principles of UDL to specifically consider the unique needs of students with learning disabilities, especially those with difficulty reading or writing, for whom AI may be particularly helpful. Therefore, following UDL standards, students were given multiple options to demonstrate learning by critiquing an AI output by rewriting the output, commenting on the output, or providing a video critique of the output. Interestingly, students were roughly evenly distributed in their selection of the assessment options, suggesting that the options are well-utilized and may be related to the high representation of disability in the classroom sample. Students reported overall satisfaction with an AI-based assignment with UDL options built-in.

How to motivate students to learn – four motivational styles and how to support each of them

In the dynamically changing educational reality, with the ongoing evolution of teaching methods and the growing role of technology, the role of teachers is no longer limited to merely providing information. Currently, the key element influencing students’ success is their motivation to learn. Another aspect is the common practice of working in a diverse group and the resulting consequences of teaching interactions. They assume the implementation of the principles of Universal Design for Learning (UDL), which recognise the intellectual and cognitive differences of all students, as well as their diverse interests and learning styles, including various ways of motivating students to work. The article raises the issue of motivation while referring to the key principles of UDL. It describes four motivational styles that support differentiated learning, namely: the MASTERY style, emphasising the development of student memory; SELF-EXPRESSIVE style, stimulating students’ imagination and creativity; UNDERSTANDING style, designed to expand students’ ability to reason and explain; and the INTERPERSONAL style, emphasising the importance of relationships in motivating students. The article also provides practical methodological tips for describing various motivational styles. The proposed practical and methodological solutions have been adapted to different age groups of students and refer to various subjects. Thanks to this, recipients have the opportunity to individually adapt them to the specificity of their work.

IMPLEMENTATION OF UNIVERSAL DESIGN FOR LEARNING (UDL) CONCEPTS ON LEARNING IN HIGHER EDUCATION

This research aims to describe the application of the three UDL principles in higher education, the obstacles experienced and the solutions. The type of research used in this research is library research. The data in this research is in the form of previous research reports published in journals. This research uses national or international journal articles with publication years in the last 5 years (2017-2023). Overall, there were 14 journal articles studied that were relevant to the research topic. Among the 14 journal articles obtained, there were 10 journal articles indexed by Scopus. The results of the research show that (1) the application of Universal Design for Learning (UDL) in higher education is by applying the 3 principles of UDL, namely: (a) application of the principle of representation through face-to-face learning, online learning, teaching using lecture methods, discussions, sheets work, delivering material using graphics, video, text, or images, as well as using e-books, (b) applying the principles of action and expression by giving students the freedom to choose how to express their understanding, either verbally, written, hardcopy, or softcopy, (c ) application of the principle of involvement by creating a comfortable learning environment, frequently interacting with students, carrying out group discussions, and using assistive applications (mind tap, clicker, moodle), (2) the obstacle faced by universities in implementing UDL is the large number of students in classes, lack of knowledge and awareness about UDL among teachers and school officials, and lack of time for teachers to apply UDL in learning, lack of interest and motivation in learning. Applying and studying UDL, (3) the solution to overcome the obstacles faced by universities in implementing UDL is to hold training on UDL for teachers and school officials, this training can be in the form of an orientation program or workshop, another solution to overcome the problem of lack of motivation for teachers To adopt and learn UDL is to provide motivation in the form of rewards to teachers who are interested in learning more about UDL.

A dual design thinking - universal design approach to catalyze neurodiversity advocacy through collaboration among high-schoolers.

Neurodiversity describes the fact that humans all have different brains with unique qualities that contribute to society. Though understanding of neurodiversity is gaining traction among the general public, there remains considerable stigma and prejudice toward neurodiverse people. One way to combat these issues is to teach individuals about neurodiversity and encourage them to develop advocacy skills. Development of such knowledge is especially important for adolescents, as they have the capacity to make small (e.g., interpersonal interactions) and large (e.g., school-wide) impacts. Eighty-nine high schoolers participated in a two-week virtual summer camp in 2022; research consent/assent was obtained from 19 (11 neurodiverse/neurodivergent). Campers learned about neurodiversity, Universal Design for Learning (UDL), and Design Thinking (DT) through lectures from researchers and neurodivergent people, as well as group activities and discussions. Campers worked in small groups to design a neurodiversity advocacy project based on the principles of UDL and DT. Each group was facilitated by camp counselors-some of whom were neurodiverse-who were all committed to neurodiversity advocacy. Participants completed questionnaires about autism, ADHD, and dyslexia pre- and post-camp. Some also completed optional post-camp interviews. Pre-camp stigma toward neurodiverse conditions was generally low. However, autism stigma was significantly higher than dyslexia stigma (Z = -2.24, p = 0.025). After camp, autism stigma decreased (Z = -2.98, p = 0.003;) and autism [t(13) = 3.17, p = 0.007] and ADHD [t(13) = 2.87, p = 0.013] knowledge improved. There were no significant changes in ADHD or dyslexia stigma or dyslexia knowledge. Participants reported enjoying collaborating with other campers and learning about UDL and DT. Thematic analysis of interviews generated four themes: Increased Understanding of Neurodiversity; Increasing Empathy and Becoming Less Judgmental; Creating a Neurodiverse Community; and More Awareness is Needed. This pilot investigation suggests that a virtual summer camp can be effective in improving attitudes toward and knowledge of neurodiversity. Qualitative analysis indicated participants became more accepting after the camp, both in terms of being less judgmental toward neurodiverse people and more self-accepting among neurodivergent campers. Future research should investigate the long-term effects of such a program, particularly with diverse samples of students.

Effects of the Universal Design for Learning (UDL) principles on the motivation of children with SEN integrated in mainstream schools

The aim of this study is to analyze the differences related to students’ motivation between two moments, respectively before and after participation in a program of teaching on the basis of UDL principles. The participants were 72 students with SEN enrolled in mainstream schools in Brașov county, aged between seven and 10 years, M = 8.26, SD = 1.04. The instrument used for measuring motivation was The Dimensions of Mastery Questionnaire (DMQ). A number of 37 teachers aged between 25 and 54 years, M = 37.89, SD = 7.56, were involved in the study, of which four men (11%) and 33 women (89%). They participated in the UDL PPS Course (48 training hours). After the course, they started to teach SEN children using UDL principles for six weeks. Students’ motivation was measured twice, before and after the six weeks of UDL teaching. The results showed a significant increase in cognitive persistence, gross motor persistence, social persistence in relation to adults, social persistence in relation to other children, pleasure in doing things well, general competence, and a significant decrease in negative reactions. The discussions emphasize the importance of training teachers in the UDL model.

Universal design for learning in financial education: na accessible board game proprosal

Education consists of the exercise of citizenship, therefore a right for everyone, therefore the school curriculum must be inclusive. This work seeks to present a proposal for an accessible educational product, in the form of a board game, in light of Universal Design for Learning (UDL) and that addresses the theme “financial education”. To this end, exploratory research was carried out, with a qualitative approach and bibliographic procedure. At first, the research presents the principles and guidelines of the UDL approach that aims to minimize barriers and expand equality of opportunities in the face of an inclusive school curriculum. Next, the planning of the aforementioned board game is presented, entitled “Game of life: structuring monthly finances”, capable of working on fundamental concepts of financial education and guided by the principles of UDL.

Teaching Fractions in the Intermediate Phase: A Neuroscience Approach

Fractions are often problematic for learners to fully grasp. Teachers must therefore determine various approaches for teaching fractions to reinforce understanding. More so, teachers need to determine strategies that cater for a diverse learner population and promote meaningful learning. In the quest to find a possible solution to address this challenge, a qualitative study was conducted to demonstrate a neuroscience approach to teaching fractions in the intermediate phase through the application of the universal design for learning (UDL) principles. The universal design for learning through neuroscience was used as a theoretical framework to guide the study. Data was collected through a series of video-recorded observations and audio-recorded focus group discussions. The Free Attitude Interview (FAI) technique was used to guide the facilitation of group discussions. Four intermediate-phase teachers were purposefully selected to participate in the study. Data was analysed using content analysis and UDL guidelines. The findings of the study reflect the UDL-based practices that were used to optimise and promote meaningful learning of fractions. The study thus recommends the application of UDL principles to promote access, build strong foundations, and assist learners to internalise “fractions” (content). The study further recommends the application of UDL to promote meaningful learning. Keywords: Fractions, Intermediate Phase, Neuroscience Approach, Teaching

Designing adaptive online support for problem-based learning

This paper describes the work-in-progress of a novel solution to the problem of designing an LMS course structure that supports students in a problem-based learning course. The students come with a wide variety of prior experience in the field, they need to learn a set of complex skills that build on each other, they need to work partially asynchronously, and the design solution needs to be scalable. A lean weekly structure is proposed that is embedded with the synchronous teaching, intricately connected to a parallel hub of support material whose design allows students to construct their own bespoke learning journey. The course design draws on cognitive load theory to direct student attention only to what will be useful to them at any point in the course, and the support materials themselves follow universal design for learning principles to cater for a wide range of student learning needs.

Does planning and arranging individualized supports for students with intellectual and developmental disabilities influence educator confidence and competence in universal design for learning?

Educator teams consisting of a general education teacher and a special education teacher were recruited to participate in a project where they used the Systematic Supports Planning Process to plan, implement, and monitor individualized supports for students with intellectual and developmental disabilities (IDD) attending general education classrooms. Educators completed a survey before and after the project where they assessed their confidence in applying Universal Design for Learning (UDL) principles and provided examples of how they applied UDL principles in their classrooms. Although quantitative responses indicated the confidence levels of general education teachers and special education teachers increased following participation in the project, qualitative findings were mixed regarding specific actions that demonstrated how UDL principles were applied. The implications for future research and professional development on UDL and arranging individualized supports in general education classrooms for students with IDD are discussed.

UDL for inclusive higher education—What makes group work effective for diverse international students in UK?

International students face many challenges transitioning to post-graduate study in UK institutions. Students often need to adapt to a range of cultural practices and curricular norms, often without the differences between UK and their home countries being made explicit. Building on Vygotskian concepts of scaffolded learning and the importance that group interaction plays within learning, this research reports on an initiative to embed Universal Design for Learning (UDL) principles through group work to develop research skills within a research methods module on an international Masters in Education programme. This small-scale case study across two campuses, with 11 survey respondents and nine focus group participants, analyses questionnaires and focus group interviews and yields important theoretical insights into the interaction of UDL components. The three UDL principles of multiple choices of learning materials, learning activities, and expression of learning outcomes each impacted on the other. The study also provides significant findings about hybrid learning at a crucial point in its development post COVID-19. Technology played an enabling role as students used a range of modalities to negotiate social and cultural diversity. However, the study indicates that on campus learning time is indispensable for students to fully access the power of digital technology. This paper contributes to advancing the understandings of international education and its interactional challenges and opportunities.

Implementing Universal Design for Learning (UDL) in Online Courses: Perspectives of faculty and students at Prince Sattam bin Abdulaziz University

This study investigates the extent to which universal design for learning (UDL) principles have been used in online courses according to the opinions of professors and students at Prince Sattam bin Abdulaziz University. Using a descriptive approach, the researchers created two questionnaires, one for faculty members and one for students. Each questionnaire contained 36 items on the main principles of UDL: multiple means of representation, multiple means of performance and expression, and multiple means of motivation and participation. The sample consisted of 75 male and femal faculty members and 112 students, who were selected randomly. The results suggested that online courses helped faculty achieve some UDL principles and raise awareness about those principles. There was also high agreement between faculty and students about the positive impact of distance learning, which reportedly increased students’ exposure to many UDL elements, such as offering more means of communication and interaction. In addition, students reported high levels of participation in classes implementing UDL principles.

Implementing universal design for learning in nursing education: Faculty perspectives

BackgroundNursing faculty face an increase in the student population entering from diverse backgrounds. Universal Design for Learning (UDL) is recognized as an inclusive approach to learning that can address the diverse needs of nursing students. AimThe purpose of this study was to examine faculty experiences during the implementation of UDL in nursing courses with a focus on barriers and support. MethodsThe study was conducted within the nursing program at an academic medical center in the Midwest, uniquely positioned with five divisions dispersed across the state. We conducted a qualitative study using focus group data to capture faculty experiences applying UDL principles for teaching. Twelve nursing faculty participated in two focus group interviews. ResultsWe summarize barriers encountered and offer suggestions and resources for ongoing UDL implementation and inclusive practice. ConclusionNursing schools must capture faculty voices for unfolding diversity issues and enrich pedagogical practices to advance inclusive practices for student success.

Story as Pedagogy: Leveraging Narrative Digital Learning Practices in the Instructional Design Process

This paper examines the pedagogical value of using narrative digital learning practices (NDLP) in instructional design. Through a thematic review of the literature, the authors illustrate that NDLP, which are the intentional use of storytelling techniques to inform and enhance the student experience within digital learning environments, can increase student engagement and help them meet the outcomes and goals for instruction. It discusses the different ways in which NDLP can be used to support such practices as course mapping, digital storytelling, adaptive and/or differentiated learning, scenario-based and case-based learning, gameful learning, and the application of universal design for learning principles. Additionally, the authors present backward design as a way to ensure that narrative structures used in courses are supportive of learning objectives. The future of learning is discussed, including the role of NDLP in facilitating more personalized and immersive learning experiences. The paper concludes by noting that NDLP is a valuable tool for instructional designers and educators and has the potential to transform teaching and learning through the unique affordances of narrative structure and digital tools.

Analysing Italian Inclusive Education Practices in Relation to Universal Design for Learning Principles.

This study aims to investigate how teaching practices in the Italian inclusive education system align with the principles of Universal Design for Learning (UDL), which is aimed at providing access to education for all students, including those with disabilities. In line with Article 2 of the Convention on the Rights of Persons with Disabilities (CRPD), which requires states to promote Universal Design (UD) in all aspects of life, including education, this research examines the extent to which the Italian education system meets this requirement. The study involved teachers who participated in a course on inclusive education. The research was conducted in three phases, including the introduction of UDL, identification of teachers' perceptions and initial reactions to UDL, compilation of a questionnaire related to UDL checkpoints, and a focus group discussion on teachers' attitudes towards UDL and the use of information and communication technologies (ICTs) in the classroom. The analysis focused on the first UDL principle, "Provide Multiple Means of Representation," which emphasizes the need to present information in an accessible way to learners with disabilities. The findings revealed that despite not having previous training on UDL, teachers in the Italian inclusive education system use ICTs in their daily teaching practices to make knowledge accessible, which is in line with the UDL principles. However, the study also highlighted a lack of awareness and reflection on the use of ICTs in teaching, suggesting the need for specific training to enhance inclusive practices. This study contributes to the ongoing dialogue on inclusive education in Italy and highlights the importance of promoting UD principles in education to ensure that all learners, regardless of their abilities, have equal access to education. Furthermore, it underscores the significance of providing adequate training and support to teachers to facilitate inclusive practices and improve learning outcomes for all students.

Fostering inclusive higher education through universal design for learning and inclusive pedagogy – EU and US faculty perceptions

ABSTRACT Academic debate highlights the need to develop suitable teaching and training practices to accompany the implementation of universal design for learning (UDL) and inclusive higher education policies. This study addresses this need by investigating the relationship between knowledge and utilization of inclusive pedagogy, on the one hand, and the degree of implementation of UDL principles, on the other hand. While inclusive pedagogy is uniquely different from UDL, the two hold great value for one another and contribute equally to advancing inclusive education. This research is based on a quantitative analysis of original data from an international survey, comparing US and EU responses. It reveals that all the variance across gender and country of employment in UDL implementation is due to knowledge and utilization of inclusive pedagogy. Therefore, we argue that higher education institutions must invest in increasing faculty understanding and practical implementation of inclusive teaching through professional development to achieve scalable UDL implementation. This will contribute to tackling new developments in international education, such as ensuring inclusive and equitable education for an increasingly diverse student body and preparing students for engaging in social justice and positive global change, in line with United Nations Sustainable Development Goals.

Towards an Inclusive Pedagogy: Applying the Universal Design for Learning in an Introduction to History of Global Art Course in Ghana

This convergent parallel mixed methods study was aimed at addressing the lack of empirical studies in the implementation of Universal Design for Learning (UDL) as an inclusive pedagogy in the Ghanaian higher education context. The overarching objective was to find out whether UDL has the potential in improving the learning processes and learning outcomes of the diverse students reading a History of Global Art course. Quantitative and qualitative data sets were garnered from 122 conveniently sampled students using an adapted version of the Inclusive Teaching Strategies Inventory-Students (ITSI-S) survey instrument. The findings of the study revealed that the UDL principles of multiple means of representation, multiple means of engagement and multiple means of action and expression impacted positively on students’ learning processes and outcomes. UDL assisted greatly in the development of collaborative, problem-solving, good time management and critical thinking skills, while increasing learners’ level of motivation. The study contends that though the UDL as an inclusive pedagogical approach requires a lot of dedication on the part of the instructor as well as a great deal of time and material resources, the accrued benefits of its implementation on the students’ learning processes and learning outcomes are far-reaching.

Critical Immersive-Triggered Literacy as a Key Component for Inclusive Digital Education

The present empirical study investigates, analyzes, and discusses the affordances and limitations of an augmented reality (AR)-based educational intervention for the critical digital awareness of secondary school students through a sociocultural framework of instruction. The design of the educational intervention focuses on the empowerment of students’ critical digital skills in the new media produsage ecosystem in parallel with the development of target language skills through content and language integrated learning (CLIL) in a mobile augmented reality (MAR)-based transnational educational setting. This study focuses on examining the usefulness rather than the digital use of MAR from a socio-constructivism perspective with 77 participants from diverse socio-cultural backgrounds and educational settings. More specifically, an investigation of the potential of internalization of new knowledge through immersive-triggered inclusive educational practices is carried out, examining the effectiveness of the universal design for learning principles (UDL) as a pedagogical framework for AR-based instruction related to long-term memory retention, the synthesis of meaningful learning instances, and the creation of new knowledge. The study findings suggest that AR-based instruction, if incorporated into a robust pedagogical framework, can enhance attention and long-term memory retention, provide meaningful, inclusive learning opportunities, and facilitate digital well-being in the ever-evolving complex learning ecosystem. This study concludes by proposing the term of critical immersive-triggered literacy (CIT Literacy), defined as a skill development framework that triggers learners’ attention and facilitates digital well-being for meaningful learning instances via immersive technologies.

Universal Design for Learning and Direct Instruction in a Special Education Practicum

The Instructional Planning Project (IPP) assignment is set in an online practicum course for graduate students in a high incidence special education teacher preparation program. The IPP assignment is the culminating assignment in a sixteen-week long course. The course provides students with a lesson plan template, for a reading or math lesson, that integrates direct instruction and Universal Design for Learning. The template is used for the major IPP assignment as well as for prior lesson plan assignments. Detailed instructions and a rubric are provided on Canvas, the learning management system, for the IPP assignment, where practicum students infuse Universal Design for Learning principles into a direct instruction lesson.