UDL Guidelines - Version 1.0: Research Evidence

Checkpoint 4.2: Options in the means of navigation

Summary

The experimental evidence on the advantages of providing options in the means of navigation to improve learning outcomes is very slim and is focused on options primarily for the navigation of text (more options for navigating text are available in Guideline 3, “Options that guide information processing.”). Missing, furthermore, is evidence on the educational advantages of providing options for physically navigating through learning environments and activities – options that would be essential for students with motor disabilities. To some extent, these advantages have a face validity that has reduced the apparent need for experimental evidence. Guidelines typically do address these issues – since they are critical for access by students with motor disabilities - but are not focused on the learning advantages that result.

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Experimental and Quantitative Evidence:

Hofman, R., & van Oostendorp, H. (1999). Cognitive effects of a structural overview in a hypertext. British Journal of Educational Technology, 30(2), 129-140.

Mazer, B. (2003). Validation of the assessment of computer task performance for children. Technology and Disability, 15(1), 35-43.

Puntambekar, S., Stylianou, A., & Hubscher, R. (2003). Improving navigation and learning in hypertext environments with navigable concept maps. Human-Computer Interaction, 18(4), 395-428.

Scholarly reviews and expert opinions:

Caldwell, B., Cooper, M., Guarino Reid, L. & Vanderheiden, G. Web accessibility guidelines 2.0; guideline 2.1 keyboard accessible: Make all functionality available from a keyboard. Retrieved January 19, 2009, from http://www.w3.org/TR/WCAG20/#keyboard-operation

Caldwell, B., Cooper, M., Guarino Reid, L. & Vanderheiden, G. Web accessibility guidelines 2.0; guideline 2.4 navigable: Provide ways to help users navigate, find and determine where they are. Retrieved January 19, 2009, from http://www.w3.org/TR/WCAG20/#navigation-mechanisms