Abstract:

Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Technology has enabled distance learning through virtual classrooms, which has made education not only cost effective but also more interactive than the regular class sessions. Educators worldwide are realizing that UDL principles can be employed for inclusion of challenged, physically or mentally, students and also for improving the performance of regular students in classrooms. However, very few, if any, attempts are made to apply UDL in virtual education of school going children. UDL principles are implemented in this experimental study, in a way, to offer freedom of choice to the students so that they can choose the learning material and the medium of instruction by themselves. This research is undertaken to apply same UDL principles in a virtual classroom setup in a remote village of Baluchistan using the infrastructure and available technology of a gaming zone aka gaming arcade. Underprivileged and working children are selected in this experimental study to investigate the relationship of UDL in a virtual classroom setup and its effectiveness is evaluated using qualitative data collection tools. Interest of the student is an asset and if lost, students will not get engaged and the UDL principles will not be effectively implemented. The virtual system is made more engaging and interesting for the students by introducing some elements of gamification to the curriculum. This study will not only benefit the instructors who use interactive app in their class rooms or use flipped classroom approach, but will also be an insightful study for instructional designers of eLearning industry and MOOCs.