Designing Educational Technologies for Absenteeism: Iterative Development of an Inclusive Language-Learning Platform

Abstract

Purpose: This study reports the iterative design of a learning platform addressing structural absenteeism at a Moroccan open-access university, examining how design decisions aligned with Universal Design for Learning (UDL).

Approach: Following a design and development research (DDR) logic with ADDIE stages, a platform was deployed to 353 students and revised across four phases over one semester, each informed by the preceding one.

Findings: Personalised learning paths and simplified navigation (phase 2), progress visualisation and collaborative tools (phase 3) accounted for the largest engagement shifts. These decisions advanced representation, action/expression and engagement, though accessibility features for sensory and motor disabilities remained absent throughout.

Implications: The findings illustrate a shift from builder-centred to user-centred design, offer a transferable account of what iterative design can achieve for engagement, and specify what UDL-compliant redesign would still require.

Keywords: design and development research; iterative design; open-access higher education; platform design; universal design for learning.

Received Date: August 17, 2026

Accepted Date: September 09, 2026

Published Date: October 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/979