Supporting Engagement and Comprehension Online Through Multiple Means of Expression
Boris N. Goldowsky, Peggy Coyne · 2016 · Proceedings of the 13th International Web for All Conference (W4A) · doi:10.1145/2899475.2899488
Summary
This paper from CAST (the organization that developed the Universal Design for Learning framework) examines how offering multiple means of expression — writing, drawing, and audio recording — in online academic discussions affects engagement among struggling readers in grades 6-8. The work is grounded in UDL's principle of providing multiple means of action and expression, which holds that learner variability is the norm, not the exception. The "Udio" web platform provides high-interest reading content with built-in supports (text-to-speech with synchronized highlighting, dictionary lookup, English-to-Spanish translation) rather than simplifying texts to a student's independent reading level. Discussion areas present three equally prominent buttons — Write, Draw, and Record — allowing students to choose how to respond to readings. The drawing tool uses a customized version of open-source SVG-edit saving as scalable vector graphics; the audio recorder evolved from a Flash-based solution in Study 1 to an HTML5 Media Capture implementation in Study 2, which doubled audio usage thanks to improved usability (single-click browser permission instead of confusing dual Flash/browser permission dialogs). Text comments include scaffolding through sentence starters like "This reminds me of" that auto-populate the text area.
Key findings
Three studies yielded data from over 1,000 students across inclusive, remedial, and substantially separate classrooms. In Study 1 (336 students, 7 schools): 85% of 6,876 comments were text, 14% drawings, 1.1% audio; 63% of users drew at least once, 11% recorded audio. In Study 2 (335 students in remedial reading, average reading comprehension at 15th percentile/3rd-4th grade level): 87% text, 10% drawing, 2.6% audio — with audio use notably doubling after the switch to HTML5. In Study 3 (10 students with significant cognitive challenges including autism and Down syndrome, reading at kindergarten-3rd grade level): the pattern shifted dramatically to 64% text, 21% drawing, 16% audio, showing these alternative modalities were particularly valuable for students with intellectual disabilities. Crucially, use of drawing and audio was not correlated with traditional demographics — gender, English learner status, typing ability, writing scores, or placement in remedial reading did not predict who used these tools. The strongest predictor was classroom culture and teacher expectations. Students with IEPs made fewer total comments but used the three media in similar proportions to peers. Content relevance analysis showed 80% of text, 63% of drawings, and 48-81% of audio recordings were on-topic.
Relevance
This research provides concrete evidence for a core UDL principle that has direct implications for web accessibility: when given choices in how to express themselves, students across all ability levels engage more fully, and the benefits are most pronounced for those with intellectual disabilities who are "seldom able to engage with their peers around discussing serious, age-relevant content" in traditional text-only environments. For accessibility practitioners and educational technology developers, the key insight is that alternative expression modalities should be offered as universal options rather than disability-specific accommodations — students did not treat drawing and audio as assistive tools, and usage patterns cut across all demographics. The technical evolution from Flash-based to HTML5 audio recording illustrates how modern web standards are finally enabling seamless multimedia integration that was previously fraught with plugin dependencies and permission complexity. The finding that teacher attitudes and classroom culture were the strongest predictor of multimedia adoption highlights that technology alone is insufficient without pedagogical support.
Tags: Universal Design for Learning · education accessibility · multimedia · learning disabilities · intellectual disability · reading accessibility · inclusive design · multimodal interaction
Standards referenced: W3C Media Capture and Streams