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Universal Design for Learning Framework Enhances Learning Experience in Web-Based Virtual Laboratories
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DOI：10.1021/acs.jchemed.5c01687.png)
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Abstract
En 中文
This study examines how the Universal Design for Learning (UDL) framework can be integrated into virtual laboratory training and how the novel implementation affects the students' learning experience and self-reported study attention. The virtual laboratory training is focused on laboratory safety training for chemical engineering students and is implemented with interactive 360 degrees panorama images. An existing virtual laboratory training completed by over a thousand university students each year was completely redesigned using four UDL-aligned design features: modular content structure, multimodal representation, increased assessment diversity, and emphasis on relevance. Feedback from 750 students revealed that the UDL-enhanced design was associated with higher engagement and both sustained and selective study attention, while suggesting potential benefits for accessibility. Modular structure and multimedia content helped to reduce the cognitive load and highlighted the importance of catering to different learning preferences. Overall, the findings from self-reported feedback suggest that applying UDL principles to virtual laboratory design supports perceived study attention and deeper perceived understanding as well as promotes a more inclusive and engaging digital learning experience. This study extends UDL implementations into the context of laboratory safety education and provides evidence-based recommendations for inclusive virtual laboratory course design.
Keywords:
Chemical education research
virtual laboratory
laboratory safety education
Universal Design for Learning
study attention