1. UDL IN THE MIDDLE SCHOOL SCIENCE
CLASSROOM: CAN VIDEO GAMES AND
ALTERNATIVE TEXT HEIGHTEN ENGAGEMENT
AND LEARNING FOR STUDENTS WITH LEARNING
DISABILITIES?
ARTICLE REVIEW
SHA WANDA WILLIAMS
2. Summary
The article discuss the research findings of the
correlation of increased learning of students with
disabilities and learning through alternate text and
video games. The article reveals the results of an
experiment that was tested on middle school age
students with disabilities and teaching science
through alternate methods.
3. RESEARCH
The study tracked 57 middle school student over the course
of a school year. The setting was an inclusion science class.
The students were taught through traditional methods and
UDL which included the use of gaming and alternate text as
part of their instruction and assessment.
4. FINDINGS
All of the students showed an increase in knowledge from pretest to posttest.
The results were mixed because in some ways the increase was greater using
traditional assessment instead of the UDL methods which included alternative
text and games. There was not a great difference in achievement when
comparing the traditional method and the UDL method. The students did show
more engagement with the alternate text and video games during the actual
lessons. The students also stated that they preferred the alternate text to
traditional books, however video games were preferred over all. The students
also enjoyed the hands on activities over writing activities.
6. MY THOUGHTS
• The article was beneficial because it discussed how video games and alternate text could be used to
enhance classroom learning in students with disabilities. I feel that the mixed results is a good indicator
that traditional methods combine with gaming and alternate text could prove most beneficial to
students with disabilities as well as all other students type. I feel that combining the two to methods
through careful planning and research can increase student achievement and academic success. The
article is a good resource to aid in the planning and consideration when incorporating video games and
alternate text into your instruction.
7. REFERENCE
Marino, M. T., Gotch, C. M., Israel, M., Vasquez, E., Basham, J. D., & Becht, K. (2014). UDL in the Middle
School Science Classroom: Can Video Games and Alternative Text Heighten Engagement and Learning
for Students With Learning Disabilities?. Learning Disability Quarterly, 37(2), 87-99.
doi:10.1177/0731948713503963
http://content.ebscohost.com.proxygsu-
ecor.galileo.usg.edu/pdf29_30/pdf/2014/DYW/01May14/95517100.pdf?T=P&P=AN&K=95517100&S=R&D
=a9h&EbscoContent=dGJyMNHX8kSep7I4yOvsOLCmr0yep65Sr6i4TLOWxWXS&ContentCustomer=dGJyMO
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