UDL and Learner Engagement

Research consistently demonstrates that UDL improves learner engagement across age groups and educational settings. Katz (2013) found that after implementing a UDL framework, students increased their active engagement in learning activities including writing, reading, and class participation. Korabik and Palmer (2004) found that college students reported greater self-efficacy and positive affect in classes with greater implementation of UDL principles. Marino (2014) demonstrated heightened engagement during science lessons that utilised UDL-aligned curricular materials including video games and alternative text.