An Analysis of Universal Design for Learning Guidelines, Principles, and Checkpoints Included in a Contemporary Mathematics Video Game

• In Event: Emerging Technologies for Supporting Neurodiverse Learners

Abstract

Problem Statement: There is a dearth of research examining the efficacy of Universal Design for Learning tools included in education technology user interfaces (Basham et al., 2020; Smith et al, 2019; Jingrong et al., 2018; Marino et al., 2014).

Objectives: This project examined specific digital tools included in an education videogame that aligned with the Universal Design for Learning (UDL) framework. This presentation will highlight User Interface (UI) features included in the Dream2B videogame, which is one component of a mathematics curriculum for students in grades 3 – 5. Developed with funding from the National Science Foundation, the project team iteratively designed, developed, and tested an alpha version of the game with over 300 students, teachers, and parents.

Theoretical Framework: Universal Design for Learning is a framework for the design and implementation of efficacious instructional materials. The instructor must identify variability within the students prior to class and proactively circumvent barriers inhibiting learning. Instruction is guided by three principles: (a) multiple means of engagement (i.e. considering how to engage students in multiple ways), (b) multiple means of representation (i.e. providing content in multiple formats), and (c) multiple means of action and expression (i.e. providing opportunities for students to demonstrate their understanding in multiple ways). Each principle is further delineated by guidelines and subsequent checkpoints.

Methods
Design: The pilot study utilized a single administration of the videogame Dream2B with a convenience sample of teachers, parents, and students with and without disabilities in the southeast United States. Participants played the videogame online using a browser such as Google Chrome or Firefox.

Research questions:
1) What aspects of the user interface align with the UDL 2.0 guidelines?
2) Which aspects of the UI enhance engagement, representation, action, and expression?

Sample: 300 teachers, parents, and students aged 9 – 12 with and without disabilities played the videogame online using a browser such as Google Chrome or Firefox.

Data Sources: Quantitative and qualitative analysis of survey results and interview data occurred. Gameplay analytics, which registered participants use of UI tools during gameplay, were analyzed as a means to triangulate findings from qualitative data during the study.

Findings: Findings indicated features in the UI such as the color pallet, text-to-speech, sound preferences, character customization ability, and dynamic hints led to enhanced engagement, representation, action, and expression. The presentation will include a description of the UI and subsequent gameplay outcomes from students. A trailer for the game can be seen at https://www.youtube.com/watch?v=mxGh8dA0FDQ&t=14s

Significance: This is the first study we are aware of analyzing the alignment, use, and outcomes of UDL user interface tools for individuals with varied cognitive, physical, and emotional needs in elementary school. The study was made possible with generous funding from the National Science Foundation under award #1949122. Findings presented here are those of the authors and do not reflect the views of the National Science Foundation.

Authors

• Matthew Marino, University of Central Florida

• Jessica H. Hunt, North Carolina State University

• Michelle Taub, University of Central Florida