Abstract:

In the past few years teachers try to teach the students by introducing the textbooks along with some verbal instructions, which is also known as the traditional way of teaching. That way of teaching was not effective, and students get bored and lose their intention easily.
After some time, due to the tremendous changings in the world, new technology evolved a lot and humans are getting the benefits from it. Visual (Animations) can be easier to understand and also help in the learning phase. In special education animations have a great impact. The students with special needs learn quickly through animation and enjoy, which is a big achievement in this modern era.

Education should be accessible to everyone, where everyone reaps the benefits it offers. However, we have been educating our generations the wrong or we can say in the most ineffective ways and this has led to the large differences in the results of learners. No doubt, there are physical limitations of an individual when it comes to learning and these limitations can vary. Nevertheless, we can still try and succeed in forming an approach, which offers enough flexibility and support for each type of learner.

The purpose of our study is to measure the impact of digital elements such as animations and games on students learning in Universal Design for Learning (UDL) compliant lesson plan. We will also explore the relationship of digital content on Science targeting grade 4-5 learners with their engagement. To serve this purpose, pre and post-test only experimental group design has been adopted in high-tech school setting. Before intervention, pre-test based on assessing students learning and engagement will be taken. During intervention, participants will be treated with UDL compliant lesson and after intervention, post-test done by Una Chi and Ellen Skinner (Skinner) will be taken. Moreover, the content prepared will be piloted in high-tech classrooms to measure the level of effectiveness.

Our project aims to focus on the challenges faced by learners in Pakistan and the materials prepared will be in local language to make the understanding barrier minimal. Focusing on local challenges will help us prepare the materials, which will cater the needs and problems faced by our native people.

The findings will aid us the educators and practitioners to further discover the UDL principles and guidelines and use of inclusive videos and animations in educational settings.

References:
[1] Baglama, B. &. (2018). Using Animation as a Means of Enhancing Learning of Individuals with Special Needs. TEM Journal.
[2] Islam, M. &. (2014). Child Education Through Animation: An Experimental Study. International Journal of Computer Graphics & Animation.
[3] Kainz, O. &. (2013). The computer animation in education.
[4] Skinner, U. C. (n.d.). Course Engagement and Disaffection - College Students.

Keywords:

UDL Compliant Lesson Plan, EdTech Lesson Plan, Lesson Plan.