UDL-designed frameVR improves inclusive learning for university students with disabilities
This study examined the adjusted effect of a FrameVR learning intervention designed according to Universal Design for Learning (UDL) principles on the conceptual understanding of university students with disabilities, controlling for baseline performance through ANCOVA. A quasi-experimental design with pretest and posttest measures in two groups was employed. The first group used the FrameVR + UDL method and the second received traditional virtual instruction in Moodle. A total of 299 Early Childhood Education students from the National University of Education, Ecuador, participated in the 12-week intervention. An ANCOVA was conducted to adjust the final score according to the initial level. The results showed that adjusted posttest scores differed significantly between groups, with the FrameVR + UDL group demonstrating higher adjusted performance. The pretest accounted for substantial variance, η²p = 0.305, which confirmed the relevance of the statistical adjustment. The control group did not show statistically significant changes, unlike the intervention group, which showed additional improvement. This result can be attributed not only to using an immersive environment, but also to integrating it into an inclusive teaching architecture guided by UDL. The study provided local evidence of improved academic outcomes in inclusive university contexts.
Downloads
Almeqdad, Q. I., Alodat, A. M., Alquraan, M. F., Mohaidat, M. A., & Al-Makhzoomy, A. K. (2023). The effectiveness of universal design for learning: A systematic review of the literature and meta-analysis. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2218191
Bedard, A., & Zhang, Q. (2025). Highlighting opportunities for inclusive education using virtual reality: Exploring new learning pathways for people with disabilities. In Stephanidis C., Antona M., Ntoa S., & Salvendy G. (Eds), Commun. Comput. Info. Sci.: 2524 CCIS (pp. 37–46). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-3-031-94156-6_4
Briggs, M., Archibald, A., Heap, T., Thompson, R., & Liss, A. (2024). Identifying one university’s prevailing online course accessibility issues. Educational Technology and Society, 27(4), 319–338. https://doi.org/10.30191/ETS.202410_27(4).SP07
Chura-Quispe, G., Vargas-Fuentes, J. A., Padilla Díaz, O. E., Laura-De La Cruz, B. D., Copaja, R. V., & Caballero, P. R. N. (2025). Knowledge and attitudes towards special educational needs: A study with future teachers. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 44(3), pp.473-484. DOI https://doi.org/10.21831/cp.v44i3.79882
Creed, C., Al-Kalbani, M., Theil, A., Sarcar, S., & Williams, I. (2024). Inclusive AR/VR: accessibility barriers for immersive technologies. Universal Access in the Information Society, 23(1), 59–73. https://doi.org/10.1007/s10209-023-00969-0
Cumming, T. M., & Rose, M. C. (2022). Exploring universal design for learning as an accessibility tool in higher education: A review of the current literature. Australian Educational Researcher, 49(5), 1025–1043. https://doi.org/10.1007/s13384-021-00471-7
Di Dario, D., Sellitto, G., Pentangelo, V., Fede, M. L., & Ferrucci, F. (2024). Breaking barriers in the metaverse: A comprehensive exploration of accessibility for users with disabilities. In Palomba F. & Gravino C. (Eds), Lect. Notes Comput. Sci.: 14545 LNCS (pp. 45–55). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-3-031-57402-3_6
Dittmar, E., López Jiménez, D., & Patricia Vargas Portillo, J. (2026). From barriers to bridges: An interdisciplinary study of disability integration challenges and solutions in higher learning. International Journal of Innovation and Learning, 39(2), 156–177. https://doi.org/10.1504/IJIL.2026.151463
Foix, A. M., Cano, S., Osega, J., & Moreira, F. (2026). Affective User Experience (AUX) in immersive environments: A systematic review of affective computing in immersive environments for individuals with autism spectrum disorder (ASD). Applied Sciences (Switzerland), 16(3). https://doi.org/10.3390/app16031528
González-Torres, V. H., Bracho-Fuenmayor, P. L., Baldevenites, E. V. L., Carrillo Guerrero, M. V., & Santander Erazo, R. D. (2024). Immersive learning in the metaverse: A review of evidence on pedagogical effectiveness and implementation gaps in Higher Education. Metaverse Basic and Applied Research, 3. https://doi.org/10.56294/mr2024.97
Guo, P., & Wang, Z. (2025). Implementation fidelity of universal design for learning and effects on student achievement engagement and belonging. Scientific Reports, 15(1). https://doi.org/10.1038/s41598-025-30079-1
Hadi Mogavi, R., Hoffman, J., Deng, C., Du, Y., Haq, E.-U., & Hui, P. (2023). Envisioning an inclusive metaverse: Student perspectives on accessible and empowering metaverse-enabled learning. L@S - Proc. ACM Conf. Learn. @ Scale, 346–353. https://doi.org/10.1145/3573051.3596185
Hwang, Y., Shin, D., & Lee, H. (2023). Students’ perception on immersive learning through 2D and 3D metaverse platforms. Educational Technology Research and Development, 71(4), 1687–1708. https://doi.org/10.1007/s11423-023-10238-9
Krishnan, C., Lamba Sahdev, S., & Mariappan, J. (2024). Navigating complexity: Thematic insights into ethical challenges and metaverse integration in Indian education institutions. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2428110
Kudry, P., Ly, E., Espana, K. M. D., Ming-Jung, C., Soga, M., & Roy, D. (2023). Metaverse in education for students with disabilities. In Roy D. & Fragulis G. (Eds), AIP Conf. Proc. 2909(1). American Institute of Physics Inc. https://doi.org/10.1063/5.0182107
Kuncoro, T., Ichwanto, M.A., & Dwiyanto, F. A. (2025). Immersive learning through virtual reality for civil engineering education. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 44(1), 92-101. DOI: https://doi.org/10.21831/cp.v44i1.50351
Kurt, A. D., & Tomul, E. (2026). The role of virtual reality in teaching fractions in mathematics for students with learning disabilities. International Journal of Science and Mathematics Education, 24(2). https://doi.org/10.1007/s10763-025-10636-w
Llanos-Ruiz, D., Abella-García, V., & Ausín-Villaverde, V. (2025). Virtual reality in higher education: a systematic review aligned with the sustainable development goals. Societies, 15(9). https://doi.org/10.3390/soc15090251
Mendoza, D. J. M., Hinostroza, E. M. F., Martínez, M. F. C., & Liccione, E. J. (2021). Mathematics anxiety and its effects on engineering students’ performance during the COVID 19 pandemic. Journal on Mathematics Education, 12(3), 547–562. Scopus. https://doi.org/10.22342/JME.12.3.13205.547-562
Modelo Educativo-Pedagógico de La Universidad Nacional de Educación, Resolución-SO-003-No. -023- 2022-CSU 88 (2024).
Moreno-Cruz, A., Muñoz-Arteaga, J., Ponce-Gallegos, J. C., Cardona-Reyes, H., & Collazos-Ordóñez, C. A. (2025). Reinforcing inclusive education with virtual reality: strengthening knowledge with the STEAM approach for students with disabilities. CLEI Eletronic Journal (CLEIej), 28(4). https://doi.org/10.19153/cleiej.28.4.4
Moriña, A., Carballo, R., & Doménech, A. (2025). Transforming higher education: A systematic review of faculty training in UDL and its benefits. Teaching in Higher Education, 30(7), 1722–1739. https://doi.org/10.1080/13562517.2025.2465994
Ndjama, J. D. J. D. N., & van der Westhuizen, J. (2024). A systematic review of the challenges and limitations of VR in education. In Creat. Immersive Learn. Exp. Through Virtual Real. (VR) (pp. 1–31). IGI Global. https://doi.org/10.4018/979-8-3693-6407-9.ch001
Pari, A., Mendoza, D., & Auccahuallpa, R. (2020). GeoGebra as a technological tool in the process of teaching and learning geometry. In Rodriguez G., Fonseca C. E.R., Salgado J.P., Pérez-Gosende P., Orellana Cordero M., & Berrezueta S. (Eds), Commun. Comput. Info. Sci. (Vol. 1307, pp. 258–271). Springer Science and Business Media Deutschland GmbH. Scopus. https://doi.org/10.1007/978-3-030-62833-8_20
Peña-Acuña, B., & Rubio-Alcalá, F. D. (2024). Ethical approach to the use of immersive technologies. Advance about digitalisation of multilingual programs in the EHEA. Frontiers in Virtual Reality, 5. https://doi.org/10.3389/frvir.2024.1357595
Poggianti, C., Chessa, S., Pelagatti, S., & Kocian, A. (2025). Immersive technologies for inclusive digital education: A systematic survey. Human Behavior and Emerging Technologies, 2025(1). https://doi.org/10.1155/hbe2/8888303
Rao, K., Gravel, J. W., Rose, D. H., & Tucker-Smith, T. N. (2022). Universal design for learning in its 3rd decade: A focus on equity, inclusion, and design. In International Encyclopedia of Education: Fourth Edition (pp. 712–720). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.14079-5
Rauf, U. A. A., Deli, M. M., & Husin, N. (2025). From exclusion to empowerment: Redesigning e-learning to mitigate risks for disabled students. Journal of Applied Engineering and Technological Science, 7(1), 129–143. https://doi.org/10.37385/jaets.v7i1.7608
Rusconi, L., & Squillaci, M. (2023). Effects of a Universal Design for Learning (UDL) training course on the development teachers’ competences: A systematic review. Education Sciences, 13(5). https://doi.org/10.3390/educsci13050466
Saenen, L., Stevens, R., Hermans, K., Struyven, K., & Emmers, E. (2026). From principles to practice: Universal design in higher education: A systematic review. Review of Education, 14(1). https://doi.org/10.1002/rev3.70129
Salgarayeva, G. & Sabit, B. (2026). Training children with autism in computer science through inclusive and distance learning: A descriptive and explanatory case study. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 45(1), pp.272-284. DOI: https://doi.org/10.21831/cp.v45i1.83078
Santilli, T., Ceccacci, S., Mengoni, M., & Giaconi, C. (2025). Virtual vs. traditional learning in higher education: A systematic review of comparative studies. Computers and Education, 227. https://doi.org/10.1016/j.compedu.2024.105214
Sripan, T., & Jeerapattanatorn, P. (2025). Metaverse-based learning: A comprehensive review of current trends, challenges, and future implications. Contemporary Educational Technology, 17(3). https://doi.org/10.30935/cedtech/16434
Sujannah, W., Swastikawara, S., & Ningsih, Z. (2025). Advancing inclusive practices in higher education: Insights from Indonesia’s approach to disability support. Cogent Social Sciences, 11(1). https://doi.org/10.1080/23311886.2025.2593559
Tracy-Bronson, C. P., & Heath, K. (2025). Toward a higher education universal design for learning framework using technology to support learner variability, needs, and diversity. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-025-09924-9
Urueta, S. H. (2023). Challenges facing the adoption of vr for language education: Evaluating dual-frame system design as a possible solution. International Journal of Information and Education Technology, 13(6), 1001–1008. https://doi.org/10.18178/ijiet.2023.13.6.1898
Veytia Bucheli, M. G., Gómez-Galán, J., Cáceres Mesa, M. L., & López Catalán, L. (2024). Digital technologies as enablers of universal design for learning: Higher education students’ perceptions in the context of SDG4. Discover Sustainability, 5(1). https://doi.org/10.1007/s43621-024-00699-0
Wehrmann, F., & Zender, R. (2024). Inclusive virtual reality learning: Review and ‘best-fit’ framework for universal learning. Electronic Journal of E-Learning, 22(3), 74–89. https://doi.org/10.34190/ejel.21.6.3265
Zhang, X., Pan, S. L., Tim, Y., & Jiang, Z. (2022). Designing a virtual reality video for disability inclusion: An action design research. Int. Conf. Inf. Syst., ICIS: Digit. Next Gener.’ International Conference on Information Systems, ICIS 2022: Digitization for the Next Generation. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85171650876&partnerID=40&md5=78440a7155a205a6a341d0f7d50e6be5
Copyright (c) 2026 Derling Jose Mendoza Velazco, Gisela Consolación Quintero Arjona
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Cakrawala Pendidikan, Jurnal Ilmiah Pendidikan, with ISSN: 0216-1370, is published by the Institute of Education Development and Quality Assurance (LPPMP UNY). Cakrawala Pendidikan has been recently has been re-accredited by Indonesian Ministry of Education and Culture decision Number 230/E/KPT/2022 which is valid for five years since enacted on 30 December 2022.
