Substantive Contribution 2 – Challenge C

As I think more about accessbility, I am starting to see how closely UDL connects with the main theories behind multimedia learning. UDL gives us the big goal — designing learnign experiences that work for everyone right from the start — while multimedia learning theories explain why certain design choices actually help learners process information more effectively.

For instance, UDL’s idea of offering Multiple Means of Representation lines up almost perfectly with Dual Coding Theory. We are encouraged to present information in more than one way, like paring text with simple diagram or visual. I realise this is not just a UDL requirement — it’s a cognitive support strategy. When information reaches the learner through both visually and verablly, it creates two ways to understand and remember it, which can make learning feel clearer and more meaningful.

I am also noticing how cognitive load ties directly into accessibility. If a page is cluttered or confusing, it becomes harder to process, and that barrier is, in itself, an accessibility issue. UDL’s emphasis on engagement and learner-friendly pacing fits right into this idea. Using approaches like segmenting — breaking information into smaller, self-paced chunks — not only reduces unnecessary cognitive load, but also makes the learning experience more welcoming and easier to follow.

Overall, I’m starting to understand that UDL isn’t something separate from multimedia design. When we design with cognitive load in mind and use strategies like dual coding, we’re already creating more accessible learning experiences. The two perspectives really work together, both aiming to build learning environments that support all learners, not just the “typical” ones.