Technology Acceptance as a Pathway from Universal Design for Learning to Student Engagement: A Mixed-Methods Structural Equation Modelling Study of an Inclusive E-Learning Platform

Abstract

This study examines the impact of integrating Universal Design for Learning (UDL) principles into an e-learning platform on student engagement and technology acceptance. Through a mixed-methods approach combining questionnaires (n=146), analysis of platform usage data, and analysis of forum interactions, this research utilizes the Unified Theory of Acceptance and Use of Technology (UTAUT) model as an analytical framework. Hierarchical multiple regression analysis revealed that the four dimensions of the UTAUT model positively predict student engagement—performance expectancy (β = .389, p < .001), effort expectancy (β = .183, p = .002), social influence (β = .151, p = .017), and facilitating conditions (β = .125, p = .043)—together explaining 65.9% of the variance in engagement (R² = .659, F(10,135) = 24.87, p < .001).

Structural equation modelling produced good model fit (χ²/df = 2.14, RMSEA = .063, CFI = .946, TLI = .941, SRMR = .052) showing the proposed associations between UDL factors and engagement through UTAUT dimensions. Findings from factor analysis showed that 72.4% of the total variation was explained by four UDL factors. These were content multimodality (23.1%), interface personalization (21.3%), assessment flexibility (15.8%), and collaborative supports (12.2%). Mediation analysis, with bootstrapping, demonstrated that content multimodality had the strongest indirect effect on engagement through performance expectancy (β = .181, 95% CI = [.118, .256]). The current study contributes to the field of inclusive digital learning by demonstrating how content multimodality and collaborative supports have the greatest effect on user perceptions and behaviors as UDL factors. Benefits autonomy, accessibility and community engagement are perceived by users and support the previous quantitative findings. Finally, there is an ethical imperative to include UDL for e-learning platform design. This research gives evidence-based inputs to the field and demonstrates how UDL engagement would benefit various populations of learners in the digital realm