Universal design for learning (UDL) emphasizes student choice. Moreover, a specific UDL tenant is the optimization of individual choice and autonomy. While, students cannot choose the learning objectives for the courses they take, they can choose how they demonstrate mastery of the objective if educators allow for such choices. For example, to demonstrate content mastery on the solar system, a student could (a) take an exam, (b) write a research essay, (c) develop a digital presentation, or (d) record an instructional video. Actually, there are even more options, and according to the Center for Applied Special Technology (CAST) (n.d.), when educators offer students choices, the potential for positive psychological outcomes is higher. These outcomes (i.e., pride, self-determination, and stronger connection to the content) have positive relationships with academic achievement (CAST, n.d.).

Intrinsic motivation is another important psychological factor with a positive correlation to achievement. Defined as behaviors driven by internal compulsion or benefit , intrinsic motivation is considered a vital process for cognitive development. When a person is intrinsically motivated, he or she acts for internal reasons (e.g., fun, the challenge, love of learning) versus some external reward or pressure. Furthermore, seminal psychological studies indicate that encouraging intrinsic motivation among students has been found to increase their academic achievement (Adelman, 1978; Adelman & Taylor, 1983, 1986).

With regard to the relationship between choice and intrinsic motivation, Patall, Cooper, and Robinson (2008) conducted a meta-analysis of 41 students and revealed a significant effect of choice on intrinsic motivation, particularly for young learners. Many people hold value in being given a choice. Ultimately, there is a commonly held belief that choice has a positive effect on people’s emotions, behavior, and perspective. With consideration to human nature, it is easy to identify a potential relationship between the two concepts. If a person chooses to complete a task as opposed to being forced to complete it, it is logical to conclude a greater intrinsic motivation toward task completion.

Within a virtual learning environment, UDL has been widely accepted as a valuable framework. However, the specific relationship among student choice (i.e., as an element of UDL), intrinsic motivation, and achievement has not received the necessary consideration. Too few courses integrate student choice. According to CAST (n.d.), educators should

Provide learners with as much discretion and autonomy as possible by providing choices in such things as:

The level of perceived challenge
The type of rewards or recognition available
The context or content used for practicing and assessing skills
The tools used for information gathering or production
The color, design, or graphics of layouts, etc.
The sequence or timing for completion of subcomponents of tasks

Allow learners to participate in the design of classroom activities and academic tasks
Involve learners, where and whenever possible, in setting their own personal academic and behavioral goals (para. 2)

If each student enters a class or logs on with high levels of intrinsic motivation, the goals of education would be better realized, and the disparities in achievement would be less sigfnificant. However, social injustices, personal situations, family conditions, despair, developmental differences, and even trauma impact intrinsic motivation. Therefore, educators must utilize student choice to promote intrinsic motivation. Additionally, in light of COVID19, which has made online learning a necessity, it has become even more vital to consider student choice as an imperative to course design because of choice’s relationship to intrinsic motivation and intrinsic motivation’s accepted effect on student achievement.

References

Adelman, H. S. (1978). The concept of intrinsic motivation: Implications for practice and research with the learning disabled. Learning Disability Quarterly, 1, 43–54.

Adelman, H. S. , & Taylor, L. (1983). Enhancing motivation for overcoming learning and behavior problems. Journal of Learning Disabilities, 16, 384–392.

Adelman, H. S. , & Taylor, L. (1986). Summary of the survey of fundamental concerns confronting the LD field. Journal of Learning Disabilities, 19, 391–393.

CAST. (n.d.). UDL Guidelines. Retrieved from http://udlguidelines.cast.org/engagement/recruiting-interest/choice-autonomy

Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. Psychological Bulletin, 134(2), 270-300.