Is a Chatbot Enough? A Pilot Study on Integrating UDL Principles into Intelligent Tutoring Systems

The integration of Universal Design for Learning principles into Intelligent Tutoring Systems constitutes a significant gap in educational research. This study developed an operational-theoretical framework that systematically incorporates these principles in a multimodal architecture. Using a quasi-experimental design (N = 29), we compared the effectiveness of a UDL-based multimodal assistant with a text-based one, assessing cognitive performance and psychological responses. The results show a significantly higher performance in the multimodal group (d = 1.59, p < .001). The implementation of UDL principles amplifies the effectiveness of ITS, suggesting that the diversification of representational modalities is a determining factor in the optimization of digital educational environments.