Universal Design for Learning (UDL) in Heritage Education: A Multimedia Approach to ‘Phra Aphai Mani’

Abstract

Even though classic literature has cultural and educational value in heritage education, students often have trouble becoming interested because of the archaic language, a lack of good learning materials, the idea that the literature is not relevant, and complicated plots. This research aims to enhance heritage education by identifying barriers and drivers in youth engagement with classic Thai literature and exploring how Universal Design for Learning (UDL) principles could be applied to increase motivation in learning classic literature through multimedia. Ten interviews with experts, 100 on-site questionnaires filled out by students aged 15–25 years, and a multimedia e-book were used together in this mixed-methods study. As a case study, the researchers asked both experts and students to read the Thai classic poem “Phra Aphai Mani: Escaping from the Sea Witch” and make suggestions for how it could be better. The results show that there are barriers to heritage education, such as ‘the story is not connected to the present’ (mean = 4.52/5), ‘archaic vocabulary and language barriers’ (mean = 4.36/5), and ‘learning materials’ (mean = 4.25/5). Surprisingly, Thai students showed more positive attitudes towards literature courses than expected based on international trends. Key drivers for enhancing heritage education include ‘classic literature in modern, easy-to-read language’ (mean = 4.65/5), ‘including multimedia’ (mean = 4.58/5), ‘the plot/story adapted to the current era’ (mean = 4.50/5), and ‘new presenting technologies’ (mean = 4.49/5). Next, as an innovative way to improve heritage education, this study developed a free e-book titled “Phra Aphai Mani: Escaping from the Sea Witch”, which includes motion graphics and other multimedia elements. This research contributes to knowledge by demonstrating how UDL can be applied to classic literature within heritage education, enhancing understanding of student needs, and creating more effective, inclusive multimedia teaching methods for preserving and transmitting cultural heritage.

1. Introduction

Classic literature fosters critical thinking and cultural literacy by offering insightful perspectives on the historical and cultural contexts that have shaped our society [1,2,3,4,5,6]. This is similar to the idea of heritage education. It tries to create a meaningful connection between students and their cultural and historical heritage through engagement with culture and history, including classic literature that depicts historical lifestyles, social values, and architectural styles. Additionally, heritage education emphasizes the value of comprehending and conserving history and cultural heritage while keeping it relevant for modern audiences [7].

Several studies have illustrated the ways in which classic literature facilitates comprehension of the past, the present, and other cultures. Students can figure out what ancient people did and how they thought. Reading classic literature can also help students understand better the philosophical and historical factors that have shaped modern society [1,2,5,8].

However, engaging youth in the study of classic literature, particularly in Thailand, has proven challenging, presenting barriers to effective heritage education. The average score for Thai language proficiency nationwide on the Ordinary National Educational Test (O-NET) for 12th-grade students was <50%, with specific challenges identified in the classic literature section. Studies conducted in Thailand have revealed several barriers, including students’ challenges in comprehending archaic vocabulary, their sense of disinterest in the course material, their incapacity to comprehend intricate stories, and the dearth of contemporary and captivating media resources [9,10]. These difficulties highlight the need for creative approaches to heritage education that can establish a connection between students of today and the classics.

These issues are not unique to Thailand. Several studies have found that students globally find classic literature challenging due to outdated language and a lack of modern and interesting learning media. Moreover, there is a lack of comprehensive research on how to effectively integrate youth with heritage education, particularly for the classic literature typically used in classrooms [11,12,13,14].

As a consequence, this study suggests using the principles of Universal Design for Learning (UDL) to address and resolve these problems. UDL was created in the early 1990s by the Center for Applied Special Technology (CAST) with the goal of developing inclusive learning activities that meet the needs of a wide range of students [15,16]. This method recognizes the impact of external elements, such as the learning environment and resources, as well as internal elements, such as motivation, interests, and sensory processes, on students’ academic achievement.

Furthermore, a comprehensive review of 40 theses on Thai literature education (2012–2021) by Inthanid [17] reveals that “Phra Aphai Mani: Escaping from the Sea Witch” is the most studied classic work. However, despite its prominence, no studies have adapted this text into a graphic novel format or applied UDL principles. This lack indicates a significant research gap. Moreover, it presents a research opportunity to explore innovative teaching methods through UDL principles and contemporary presentations.

Therefore, the aim of this research was to enhance heritage education by identifying barriers and drivers in youth engagement with classic Thai literature and exploring how UDL principles could be applied to increase motivation in learning classic literature through multimedia. This study could serve to link traditional heritage education methods and modern learning needs by adapting classic literature to contemporary approaches. This research contributes a set of strategies on how to apply UDL and multimedia to classic literature that other studies could apply. This approach not only preserves cultural heritage and history but also makes it more accessible and engaging for modern learners of heritage education.

2. Literature Review

2.1. Universal Design for Learning (UDL)

Dewi and Dalimunthe [18] explain that UDL emerged in the early 1990s as a response to the challenge of diverse student needs. UDL draws inspiration from Universal Design (UD) in architecture, which focuses on creating accessible spaces for all individuals, including those with disabilities. UDL has been designed to prevent the establishment of any barriers that could impede the access of any student to the curriculum, including those with disabilities and specific learning requirements, from the moment it was established. The UDL principles seek to remove learning barriers, the same as how UD in architecture removes physical barriers [19,20,21,22,23].

In this case, UDL could be adopted in heritage education by removing physical, sensory, and cognitive barriers, ensuring accessibility for all students. The goal of inclusive education is to offer students optimal learning settings to reach their full potential [24]. The UDL helps teachers teach all students and overcome learning barriers in education [15].

The initial principle, “multiple means of engagement”, offers a diverse array of options to encourage and increase student motivation by providing multiple methods of engagement [18,25]. According to Mayer et al. [26], this principle motivates and engages educators to maintain students’ interest and engagement in the learning process. Several learning sources, including cultural influences, personal relevance, subjectivity, and knowledge background, can influence student’s affective conditions [16].

The second principle, “multiple means of representation”, involves providing students with a variety of representations to aid in the acquisition, processing, and integration of information and knowledge [18,20]. When teachers present through still or moving images or sounds, students may find it easier to understand information than when presented in written form. Therefore, researchers may address students’ learning barriers, whether related to hearing, vision, language, culture, or learning disabilities [16].

The third principle, “multiple means of action and expression”, involves providing a wide range of teaching strategies appropriate to students’ needs [18,25]. This principle assumes that students possess varying capacities for revealing their knowledge and interacting with the learning environment [16].

2.2. The Advantages of Learning Classic Literature

Several studies demonstrate how classic literature helps us understand the past, the present, and other cultures. Students can identify and comprehend how ancient people lived and thought. Furthermore, a deeper comprehension of the philosophical and historical influences that have molded our modern society can be gained from reading classic literature [1,2,4,5,8]. Furthermore, classic literature helps readers appreciate literary devices that capture a particular era and understand language from antiquity [8]. Additionally, by exposing readers to a variety of human experiences from various ages and cultures, working with these texts can promote critical thinking and empathy [2]. Reading classic literature also enables readers to contrast and evaluate social values, mindsets, and difficulties from the past and present. By highlighting similarities and differences across historical eras, this comparative method advances a thorough comprehension of societal advancement and enduring issues [2].

Furthermore, several studies highlight the significance of making classic literature approachable and relevant for young adults. According to research by Baxter [1], English teachers can effectively help students connect with classic works by designing lessons that are relevant to their prior knowledge and daily experiences. Students are given agency by this method, which enables them to create their own connections with the text. Byrne Bull [27] emphasizes how important prior knowledge—including life experiences and education—is to understanding literature. This emphasizes the necessity for educators to select texts that are pertinent to their students’ lives or establish how to make already-existing texts more relatable. This implies that introducing young adult literature components or making comparisons between classic and modern characters could improve students’ understanding of classic literature. Overall, these studies support instructional strategies that foster greater comprehension and engagement by drawing connections between students’ real-world experiences and classic literature.

The second reason is that studies indicate that classroom discussions are critical to raising students’ interest in and understanding of literature. Building links between students and the text can be accomplished through a variety of discussion formats, such as conferences, literary circles, whole-class discussions, and teacher feedback [11,28,29]. In summary, compared with traditional evaluation methods, integrating different forms of discussion into literature education can improve comprehension, raise student engagement, encourage a lifelong love of reading, and offer a more efficient way to gauge student understanding.

Next, allowing students to select the reading material they want to read is a big part of encouraging them to read [30]. According to research by Morgan and Wagner (2013), giving students the freedom to choose what they want to read has a positive effect on their desire to interact with texts. Since young adult literature is a popular genre among students outside of school, it should be included in classroom curricula. According to Moley et al. [30], students are more likely to engage with the material when they are given difficult cognitive tasks to complete. This method preserves the academic standards of rigor while acknowledging the preferences of the students.

2.3. The Barriers and Challenges in Learning Classic Literature

Several studies suggest that there is a lack of comprehensive research on how to effectively integrate contemporary or young adult literature with the classic literature typically used in classrooms [11,12,13].

First, there is a lack of connection with students. English teachers aim to foster a lifelong love of reading in their students, but this can be challenging, especially when students are presented only with texts they find irrelevant to their lives. Pitcher et al. [14] argue that little classic literature used in classrooms connects with students’ personal experiences, which is crucial for students to find purpose in their reading.

Second, there is a lack of choice. Morgan and Wagner [29] suggest that when students are not given many options when it comes to reading materials and instructional strategies, their motivation to read is often diminished.

Dunford [31] further suggests that students find classic texts difficult because of their archaic language and lack of diversity. According to Calafato and Paran [32] and Youssef [8], many students believe that classic literature is out of date and difficult to understand.

As such, a major barrier is a lack of connection with the students. In addition, Dunford [31] emphasizes that, in contrast to modern works, classic literature can foster conversations that are richer and more meaningful. To address this, teachers are urged to create cutting-edge, contemporary teaching strategies that relate classic literature to students’ real-world experiences and viewpoints.

Studies conducted in Thailand provide evidence to support these concerns by highlighting obstacles to teaching heritage through classic literature. The average score nationally for Thai language proficiency was <50%, according to the results of the O-NET administered to students in the 12th grade in 2017. Students thought studying classic literature was hard and complex, which made them feel bored and uninterested. This was especially true of the 18-question section on classic literature. Furthermore, research [9,10] summed up the following as the barriers to high school students studying classic literature: (1) the vocabulary is too archaic for the students to understand; (2) classic literature is dull; (3) the students are not proficient readers of lengthy, complex stories; (4) there are not enough engaging, modern learning resources. These problems draw attention to the difficulties Thai high school students encounter when attempting to engage with their literary heritage and study classic literature. It also emphasizes how outdated and uninteresting learning materials are for heritage education, particularly when it comes to classic literature. These results imply that to better engage contemporary students, traditional methods of heritage education through classic literature may need to be modified.

2.4. Applying Multimedia Learning to Increase Motivation

“Learning media” include any medium that is designed to communicate the message of learning to capture student’s attention, interest, and cognitive abilities. Consequently, learning media serve as a method for transmitting information from the originator (teacher) to the recipient (student) during learning activities [33,34].

Modern education, especially heritage education, has significantly altered the perspectives and activities of instructors, particularly in the context of the learning process. To facilitate the transmission of lesson material, several educators suggest that technology must now be integrated into the learning media. The paradigm and approach of education are being transformed by the integration of multimedia technology. Moreover, research shows that students receive 11% of their knowledge from hearing and 83% from vision [35,36]. Similarly, 20% of memories come from hearing, while 50% come from seeing [37].

Mayer [38] proposes the cognitive theory of multimedia learning (CTML), which posits that students could learn better when content is combined with words and images in multimedia formats (e.g., educational games, videos, and animated stories). Mayer [26] also proposes CTML based on three key principles: (1) dual channels: learners process visual and auditory information separately; (2) limited capacity: learners have a finite amount of processing capacity in each channel; (3) active processing: meaningful learning requires active cognitive processing by the learner. Research has found multimedia, including animated visuals and audio, to be more effective for language learning. Furthermore, educational videos are a popular multimedia tool for learning [26,39]. Research by Aksoy [40] supports this view that animation-based teaching methods are more effective than traditional approaches in improving student learning outcomes in heritage studies.

2.5. The State of Learning Classic Thai Literature, 2021–2021

Inthanid [17] has conducted a thorough analysis of 40 theses on Thai literature in 17 universities from 2012 to 2021. According to the findings, the majority of research was conducted to compare student achievement (37.2%), examine students’ opinions and satisfactions (23.2%), create activity sets or teaching models (18.6%), and investigate theoretical applications (17.4%). Most studies (47.5%) focused on middle school students, with high school students (35%) and primary school students (12.5%) following closely behind. Next, “Phra Aphai Mani: Escaping from the Sea Witch” was the most studied literary work (five theses). In terms of theoretical approaches, inquiry-based learning (three theses), the 4MAT learning cycle, reader-response theory (four theses), and inquiry-based learning (5E/7E) (three theses) were the most popular approaches. Notably, not a single research study on “Phra Aphai Mani” adapted the text into a graphic novel or applied UDL principles. In brief, it appears that classic Thai literature is not frequently subjected to UDL in contemporary educational practices. This suggests a possible research gap in the teaching of classic Thai literature.

2.6. A Case Study of Traditional Thai Classic Literature: “Phra Aphai Mani: Escaping from the Sea Witch”

Poolthupya [41] points out that the Thai epic poem “Phra Aphai Mani” is regarded as one of the nation’s finest examples of classic literature. It is the longest single poem in Thai literature, at 48,700 lines (or, more accurately, 48,686 couplets). The author, Sunthorn Phu (1786–1855), is well-known in Thai literature and is frequently referred to as “the Bard of Rattanakosin”. This epic fantasy took more than two decades to write; Sunthorn Phu started it in 1822 and finished in 1844. This epic is a major component of Thai folklore and has been adapted for a variety of media, including movies, cartoons, and comic books. To create a multimedia e-book, this study selected the episode “Phra Aphai Mani: Escaping from the Sea Witch” to teach middle school students (grade 9).

This Thai poem, “Phra Aphai Mani”, is known all over the world. It is different from other stories because it is about peace and not violence. Phra Aphai Mani, the main character of the story, whose name means “Jewel of Forgiveness”, uses music to solve problems. The textbook is used to teach more than just Thai language and classic literature. It is also used to teach cultural values and critical thinking. It was chosen for this research because it has significant cultural meaning, educational value, and a complex narrative. The story emphasizes forgiveness and non-violence, making it ideal for exploring innovative teaching methods that link classic literature with modern learning techniques [41].

The main character in this story is ‘Phra Aphai Mani’, a character with admirable traits in Thai literature. He shows a deep love for his son, Sinsamut, and affection for the Sea Witch despite being kidnapped. His foresight is evident in planning their escape. He demonstrates respect for elders, compassion for others, and self-sacrifice for those around him. These qualities combine to create a virtuous, respectable hero who serves as a positive role model in Thai literature.

The following is a summary of this episode from Poolthupya [41]:

Living with the Sea Witch, who has changed into a stunning woman, is Phra Aphai Mani. Their son, Sinsamut, bears the Sea Witch’s resemblance. Sinsamut leaves the cave when he is eight years old and finds a mermaid to show his father. Phra Aphai Mani begs for her life, and the mermaid offers to help her get to Kaeo Phitsadan Island. The Sea Witch, meanwhile, has a bad dream in which she is harmed by gods, and the cave is destroyed. Taking advantage of this, Phra Aphai Mani tricks her into following religious rules for three days. With the mermaids’ assistance, Phra Aphai Mani and Sinsamut manage to flee during this time. The Sea Witch follows them after discovering they have left and eats two mermaids. Phra Aphai Mani is assisted in reaching Kaeo Phitsadan Island by the remaining mermaids. A Yogi uses magic to toss sand at the Sea Witch, startling her and sending her running as she catches up. This synopsis highlights the main characters’ journey, escape, and conflict, as well as how they use wit and magic to overcome challenges.

3. Methodology

This research has three phases and three distinct research methods (qualitative, quantitative, and practice-based methods), as follows:

Phase 1: Understanding barriers and drivers in learning classic literature for youth from expert interviews, presented through thematic coding analysis. The 10 interviews were separated into four groups: (1) Thai academic experts in film and digital media; (2) Thai academic experts in communication art and design; (3) Thai academic experts in classic Thai literature; and (4) Thai industrial experts in digital media with more than five years of experience to gain realistic industry insights. Academic experts were determined by their academic positions (e.g., assistant professor, associate professor, or professor) or their doctoral degrees in a related field.

Phase 2: Understanding barriers and drivers in learning classic literature for youth from the point of view of 100 students. One hundred on-site questionnaires were distributed to Thai youth in Bangkok aged 15–25 years. The target group was intentionally selected to represent a wide age range (15–25 years) and a variety of educational levels (middle school to university). First, the researchers sought to address a wide range of experiences with classic Thai literature that occurred at various stages of education. Second, this age group represents a generation that is very familiar with digital media. Consequently, this generation was able to assess multimedia approaches to classic literature. Finally, the UDL principles, which prioritize a broad spectrum of learners, are in accordance with the diverse ages and educational backgrounds of the participants.

The mean Likert scale scores and standard deviations were used to analyze the data. The case study of the “Phra Aphai Mani: Escaping from the Sea Witch” original textbook was presented to the target group. One hundred questionnaires were distributed at schools, universities, and department stores between Monday and Friday from 16:00 to 18:00. According to the National Statistical Office, Ministry of Information and Communication Technology [42], the total number of Thai youth (aged 15–25 years) residing in Thailand is approximately 7,622,300. Thus, the sample size was determined to have a confidence coefficient of 90% and an error margin of 10% by employing Yamane’s formula [43]. Therefore, the sample size was determined to be 100 individuals.

Phase 3: A multimedia e-book titled “Phra Aphai Mani: Escaping from the Sea Witch”, based on classic Thai literature, was developed. Data were gathered by the researchers through expert and student interviews as well as a review of the literature. The project involved creating motion graphic videos, updating the costumes, and adding traditional Thai graphics. The 10 chapters of the 42-page multimedia e-book were released online and advertised on social media. This strategy sought to make classic literature more approachable and interesting for young people by incorporating findings from barriers and drivers discovered in Phases 1 and 2.

4. Results

4.1. Phase 1: Understanding Barriers and Drivers in Youth’s Learning of Classic Literature from Expert Interviews

The researcher conducted 10 online interviews using Zoom between August 2022 and March 2023. The semi-structured interviews focused on identifying problems (barriers) and motivations (drivers) for the youth group to learn classic literature.

Table 1. Demographic profiles of 10 experts.

	Gender	Age (Years)	Occupation	Experience (Years)
Expert 1	Male	47	Lecturer in Film and Digital Media	25
Expert 2	Female	47	Lecturer in Film and Digital Media	25
Expert 3	Male	54	Lecturer in Photography and Digital Media	30
Expert 4	Male	29	Director of Media Center	9
Expert 5	Female	43	Lecturer in Photography and Digital Media	20
Expert 6	Female	41	Director of Media Center	15
Expert 7	Female	41	Lecturer in classic Thai literature	19
Expert 8	Female	35	Lecturer in classic Thai literature	7
Expert 9	Female	39	Lecturer in Communication Art and Design	15
Expert 10	Female	41	Lecturer in Film and Digital Media	12

presents the demographic profiles.

After finishing the interviews, the researchers adopted thematic coding analysis, focusing on the meaning of the entire sentence [44]. Regarding reliability, three coders categorized, discussed, and grouped all comments into themes.

Table 2. Results of the interviews about barriers in learning classic literature with themes and original comments.

Themes	Original Comments with the Number of Experts’ Mentions in Parentheses
Students do not understand the archaic vocabulary (10 mentions)	The language is from a different era, and the vocabulary requires looking up as if consulting a dictionary again. (4 mentions) Because it’s an old word, students must learn the vocabulary first. (2 mentions) Should use more contemporary words. (2 mentions) Make it in prose form, not in verse. Don’t understand the language; lacking learning materials, students may be confused why they are studying it.
Students lack skills in reading long and complex stories (10 mentions)	Sometimes being long isn’t enjoyable; the vocabulary is difficult to read. Moreover, the stories don’t have anything that links to youth of this generation. (4 mentions) Students tend to lack patience in reading long texts. (4 mentions) A solution may be to divide it into shorter episodes. Youth prefer digital media, and it comes in the form of short-form information.
Literature is boring (6 mentions)	Literature is boring from the perspective of having only text and old vocabulary. If there were images and moving images, it would be more interesting. (3 mentions) Because the stories no longer fit this age, there’s nothing that connects to the present day. Literature is also a part of learning Thai language class, so it tends to be categorized as boring from student’s views. The teaching methods of typical teachers make it boring.
Lacking interesting learning media and materials (3 mentions)	Literature is studied in the classroom with the teacher who only speaks and reads aloud. No interesting learning media and materials to motivate. Textbooks are only full of text.
Teachers lack effective teaching methods (3 mentions)	The teachers don’t encourage students to practice analysis or provide additional activities. (2 mentions) Students are studying for the purpose of taking exams only.

presents the results of the interviews, with the number of participants mentioned in parentheses, and summarizes them into five themes.

In terms of barriers, all 10 experts agreed on the point that “students do not understand the archaic vocabulary”. Students may feel that they do not understand when reading due to language barriers or the complexity of many literary words, which are often lengthy and come from historical periods and backgrounds. Experts mentioned that archaic words must be simplified to be easier and more contemporary (e.g., having automatic translation or a terminology section). The following are some of the interesting comments:

“When students do not understand the meaning, it can become quite boring and not related to their interest”.

“The dialogue in a main narrative could be done the traditional way, but the dialogue between characters may be in a more modern language, or there may be illustrations of those old words”.

Moreover, all experts agreed that “students lack skills in reading long and complex stories”. Furthermore, in this digital age, most students are quite impatient to finish reading long stories. This is because they can visit the website, Google, interactive media, mobile applications, or social media and obtain the right information or summary very quickly without reading long sentences. Moreover, some experts support the idea that students live in the digital and social media era, where information comes in short form and is fragmented. This affects their concentration when reading long passages, especially for literature.

However, experts recommended ways to solve this issue by dividing long stories into shorter sections and presenting students’ media preferences (e.g., cartoons, character design, games). Moreover, creating fun and enjoyable storytelling could attract students’ interest. The following are some of the interesting comments:

“The concentration of general students is really about 2 min. So, the long story should be cut into episodes and have to be designed in short forms, maybe 1–2 min for a video clip”.

“I believe it depends on the plot, as a lengthy storyline can engage readers. It is the same case when children read comics; if it’s enjoyable, they can finish one volume quickly, or like when watching TV series as well”.

Next, six experts agreed that “literature is boring”. They explained that the monotony comes from the issues mentioned earlier whereby it is difficult to understand the archaic words and the story no longer belongs in this age. Traditional poetry with archaic words is especially difficult to understand and inaccessible to the young generation.

Experts recommended that, first, the story needs to be adapted to use simplified language and modern character design. Next, teachers must learn how to make students understand and take more interest. For example, there should be manuals or teaching materials that help both teachers and students with modern media and technology.

Some experts recommended using technology for visual and interactive experiences and engaging with current trends, rather than presenting only full texts. The following are some of the interesting comments:

“The value of classic literature is tied to old society and modern society. Students can take lessons from literature and connect them to their lives. So, teachers need to play an important role”.

“Literature is boring since it is in the form of text. If it’s transformed into an illustration or technology, maybe this point will help promote more interest”.

Regarding the driver listed in

Table 3. Results of the interviews about drivers in learning classic literature with themes and original comments.

Themes	Original Comments with the Number of Experts’ Mentions in Parentheses
Adapt the story to fit the present time (10 mentions)	The presentation of literature should be adapted to fit the behavior and social values of today’s youth. (4 mentions) Modify the text to adopt more modern vocabulary. (3 mentions) Compare it with the same situation in current society, as some issues are not understood by young people. First, understand the social values of people in this age, as they don’t relate to the age of literature. Reinterpret it.
Connect with social media (7 mentions)	Adjusting content into short stories for online platforms and linking with social media. (4 mentions) Using famous influencers for recommendations or reviews. (2 mentions) Using short, concise, and engaging content, such as TikTok for very short content, or YouTube.
Make it look cool and modern (6 mentions)	Need to solve the problem by changing the format to make it more accessible. For example, kids these days like to play games, so maybe tell stories through games, illustrations, or cartoon animations. (4 mentions) Make the image look cool. Like Japanese literature, their illustrations look cool, stylish, and hip. Use new technologies, such as augmented reality (AR), where characters can pop up.
Make it shorter (4 mentions)	Create short cartoon episodes that are easy to read. (2 mentions) Create short films or short cartoons, similar to a series with episodes. (2 mentions)
Use new presentation techniques and multimedia (3 mentions)	Apply multimedia, such as cartoons, animations, games, or other electronic media suitable for the reader’s age. Use songs that interest young people and sound novel, such as rap music. Use AR techniques to make some parts of the image move.

, every expert agreed with the idea of “fitting the story to the present”. This is because the majority of classic literature was written 100–200 years ago or more, and it does not align with modern ideas or social ideals. Furthermore, by adapting the literature, young people—the target audience—may find it more engaging. The primary plot, characters, theme, and storyline, however, all neatly preserve the original content while making it more approachable for younger readers.

It is also critical to think about how to combine the ancient and the modern without diluting their uniqueness and cultural significance. As a result, maintaining a balance between the past and the present can promote appreciation for and knowledge of classic literature. Below are some thought-provoking remarks:

“Korean dramas are popular among people these days. Therefore, it’s possible that classic literature is a modified version of traditional stories and literature that is placed in a modern setting using modern language and attire”.

“I do not want to modify the original story, but just redesign the characters to fit the current age, wearing jeans, speaking slang, and using modern language”.

“When presenting old literature in the present age, we must have a connection (e.g., dialogue, the main theme) between the past and the present. This is because the perspective of the younger generation differs from that of the older generation”.

Seven experts agreed that the need to “connect with social media” is the most important, since nowadays young people tend to prefer short and fast content on social media on mobile phones (e.g., TikTok) or short cartoons or episodic series, compared with high-budget films. They may not be interested in going to the cinema. Therefore, the creators should adapt modern vocabulary to suit the age group. The following are some of the interesting comments:

“It might need more shots and shorter clips on social media. Currently, the creators cut a very short clip for a few seconds to promote, creating short episodes rather than one long story”.

4.2. Phase 2: Understanding Barriers and Drivers in Learning Classic Literature for Youth from the Point of View of 100 Students

A pilot test was set up in May 2023 with 20 young participants aged 15–25 years, who accounted for 20% of the total sample size. The purpose of the test was to evaluate the flow and comprehensibility of the questions, as well as their length. To commence the validity test, the researcher distributed questionnaires to three experts for evaluation using the item–objective congruence index (IOC) to ascertain whether each question was explicit and in accordance with the research objective [45]. The IOC results exceeded the 0.5 threshold for each query. In June 2023, the researchers and their team distributed 100 on-site questionnaires. Before completing the questionnaire, participants received the literature textbook titled “Phra Aphai Mani: Escaping from the Sea Witch” as a case study. The questionnaire is divided into three sections. Section 1, which utilizes a nominal measure, comprises three inquiries about demographic profiles. Section 2 is divided into two subsections, each containing nine questions using Likert scales to gather results about the barriers and drivers that adolescents encounter. Section 3 includes a single open-ended query that pertains to the respondents’ perspectives. The completion time, including the perusing of the textbook, was 10–15 min.

The demographic data, presented in

Table 4. Demographic data of the 100 participants.

Gender	No.	%	Age (Years)	No.	%	Education	No.	%
Male	33	33.00	15–17	4	4.00	Below high school	1	1.00
Female	55	55.00	18–20	62	62.00	High school	5	5.00
LGBTQ	11	11.00	21–23	26	26.00	Bachelor’s degree	92	92.00
Unspecified	1	1.00	24–25	4	4.00	Higher than a bachelor’s degree	2	2.00
			>25	4	4.00
Total	100	100.00	Total	100	100.00	Total	100	100.00

Source: author.

, indicate that the participants from Bangkok were male (33%), female (55%), LGBTQ (11%), and unspecified (1%). The majority of the participants were aged 18–20 years (62%) and were studying for an undergraduate degree (92%).

The information about barriers and drivers was subsequently collected from 100 respondents using the Likert scale, which ranges from “strongly disagree” (1) to “strongly agree” (5), presented in

Table 5. Results of the two sections (barriers and drivers) ranked in order of high mean score to low mean score.

Section 1. Barriers to Studying Classic Thai Literature	Mean	SD	Meaning
1. The story is not connected to the present.	4.52	0.87	Strongly agree
2. Archaic vocabulary and language barriers.	4.36	0.91	Agree
3. Learning materials.	4.25	0.81	Agree
4. Complexity and difficulty.	3.97	0.75	Agree
5. Do not recognize the importance of literature.	3.57	1.01	Agree
6. I do not like literature courses.	2.89	0.87	Neutral
7. Thai literature is out of date.	2.58	0.77	Neutral
8. I experience boredom when I am required to study Thai literature.	1.96	0.84	Disagree
9. I am dissatisfied with the manner in which I acquire and instruct Thai literature in the classroom.	1.85	0.97	Disagree
Section 2. Drivers for Studying Classic Thai Literature	Mean	SD	Meaning
1. Classic literature in modern, easy-to-read language.	4.65	0.93	Strongly agree
2. Including multimedia.	4.58	0.90	Strongly agree
3. The plot/story adapted to the current era.	4.50	0.94	Strongly agree
4. New presenting technologies (augmented reality, virtual reality, interactive design).	4.49	0.89	Agree
5. Including moving pictures (e.g., movies and cartoons).	4.41	0.95	Agree
6. Thai literature with current photos or illustrations would pique my curiosity.	4.35	0.94	Agree
7. Including elements of fantasy like Hollywood movies.	4.31	0.78	Agree
8. Thai literature with music videos.	4.15	0.86	Agree
9. A concise summary with easy-to-read language.	4.11	0.91	Agree

Source: author.

. The mean scores and interpretations are as follows:

• 1.00–1.49 = Strongly disagree.
• 1.50–2.49 = Disagree.
• 2.50–3.49 = Neutral.
• 3.50–4.49 = Agree.
• 4.50–5.00 = Strongly agree.

When all results from 100 students and 10 experts were received, the top five were ranked; the researcher compared them in terms of both barriers and drivers presented in

Table 6. Summary of the top five barriers and drivers from both experts and students with the same colors aligned with the same results.

Experts		Students
Barriers	Drivers	Barriers	Drivers
1. Students do not understand the archaic vocabulary (10/10)	1. Adapt the story to fit the present time (10/10)	1. The story is not connected to the present (4.52/5)	1. Classic literature in modern, easy-to-read language (4.65/5)
2. Students lack skills in reading long and complex stories (10/10)	2. Connect with social media (7/10)	2. Archaic vocabulary and language barriers (4.36/5)	2. Including multimedia (4.58/5)
3. Literature is boring (6/10)	3. Make it look cool and modern (6/10)	3. Learning materials (4.25/5)	3. The plot/story adapted to the current era (4.50/5)
4. Lacking interesting learning media and materials (3/10)	4. Make it shorter (4/10)	4. Complexity and difficulty (3.97/5)	4. New presenting technologies (4.49/5)
5. Teachers lack effective teaching methods (3/10)	5. Use new presentation techniques and multimedia (3/10)	5. Do not recognize the importance of literature (3.57/5)	5. Including moving pictures (4.41/5)

.

4.3. Phase 3: Creating a Multimedia E-Book “Phra Aphai Mani: Escaping from the Sea Witch” to Motivate Learning Classic Literature

The researchers utilized data from the literature review, 100 questionnaires, and 10 expert interviews for the Phase 3 production stage. The primary objective of this phase was to develop a multimedia e-book based on classic literature intended to motivate learning in heritage education regarding classic literature for young people.

The top five barriers and drivers from both experts and students to classic literature from Phases 1 and 2 are presented in Table 6. Consequently, the researchers tried to solve the barriers and support the drivers from Phases 1 and 2. First, the long formal story from the official textbook of middle school students (grade 9) was shortened to accommodate the reading preferences of young people. The story was also adapted from the original plot to be more readable in the present day while maintaining the integrity of the original story. This was achieved by introducing an additional character who represented youth into the storyline and dividing the long story into 10 short chapters. Additionally, the researchers and their team modified costumes to be more modern and added more traditional Thai graphic patterns, such as those in the graphic illustrations.

Furthermore, the researchers and their team produced motion graphics from video clips that could be generated from still pictures and published on a YouTube channel titled “Revive Thai Literature” as follows: https://youtu.be/pm8zjIxFUps (accessed on 1 July 2024), the making of this e-book from this link https://youtu.be/YnwKPgLCHC0 (accessed on 1 July 2024), and the motion graphics from https://youtu.be/pm8zjIxFUps (accessed on 1 July 2024). Subsequently, the researchers requested the International Standard Book Number System number (978-616-608-873-1) from the National Library of Thailand (2023). The researchers uploaded the 42-page free e-book at the following URL: https://shorturl.asia/tie4N (accessed on 1 July 2024) and promoted the multimedia e-book on a Facebook page under the name “Revive Thai Literature” in April 2024.

In summary, the multimedia e-book for motivating classic literature presented in Figure 1, Figure 2, Figure 3 and Figure 4 was developed by analyzing the current motivations and barriers that were derived from the results of Phases 1 and 2. It represents a fusion of classic literature adapted to address contemporary learning preferences. This approach could support and link traditional content and modern engagement methods, potentially increasing youth interest in learning heritage education.

5. Discussion

5.1. Barriers to Studying Classic Literature

Ten interviews with experts, 100 surveys from students, and a review of the literature all point to the same main barriers that make it hard to learn classic literature. Some of these barriers are using outdated words and phrases, reading difficult texts, thinking that the material does not apply to today’s world, not having interesting learning material, and poor teaching methods. These barriers are similar to those found in international studies, which suggests that learning classic literature in heritage education is a worldwide problem. The barriers that have been found are directly related to the ideas behind UDL. The goal of UDL is to meet the needs of all learners while making learning more available and interesting.

Initially, regarding “archaic vocabulary and language barriers”, both students (mean = 4.36/5) and experts (10/10) identified the use of outdated terms as a significant issue. This aligns with several studies [4,8,31,32] that highlight the challenges associated with reading classic works that employ archaic language. The literature review and this result are both consistent, demonstrating the significance of this issue in both Thai and international contexts.

In terms of “complexity and difficulty”, 10 experts said that students did not know how to read long, complex stories. This is reflected in the students’ answers (mean = 3.97/5). This supports Phumpuang and Buranakorn’s [9] and Rodlek’s [10] findings that classic Thai literature is too complicated and difficult.

Next, students said “The story is not connected to the present” was the most important thing to them (mean = 4.52/5), while experts said writing was dull (6/10). This fits with other studies that stress how important it is to help students connect great works to their own lives [14,31].

Experts and students both identified issues with “learning materials” (3/10 experts; mean = 4.25/5 for students). This is consistent with the statements made by Rodlek [10] and Phumpuang and Buranakorn [9] regarding the absence of engaging and current educational materials. Additionally, three experts stated that educators lack sufficient instructional methods to facilitate student learning. Teacher training may necessitate additional investigation due to these complications.

However, the findings from 100 student questionnaires reveal some unexpected results that diverge from the typical findings in heritage education on classic literature. These differences may offer new insights into literature education in the Thai context.

First, the relatively low mean score (2.89/5) for “disliking literature courses” is different from the general research in many literature reviews, which found that students find classic literature boring or uninteresting. This suggests that students may have a better relationship with literature courses than previously thought.

Even more unexpected is the low mean score (2.58/5) for “Thai literature is out of date”. By contrast, research such as that conducted by Calafato and Paran [32] revealed that many students believe that classic literature from the past is out of date. Even though they occasionally struggle to connect, Thai students appear to understand that their classic literature is still relevant today.

Perhaps the most surprising result is the very low mean score (1.96/5) for students “experiencing boredom when studying Thai literature”. This sharply contradicts the common narrative in heritage education research, which often cites student boredom as a major issue. It also differs from the expert opinions, where 6 out of 10 experts mentioned classic literature as boring. This discrepancy between student experience and educator perception could indicate a communication gap or a misunderstanding of student engagement and offer a good opportunity to motivate students in heritage education.

These results also show that Thailand’s efforts to improve the teaching of classic literature may be better spent on closing gaps in students’ understanding. They should add modern vocabulary and make the material more relevant, rather than changing the way it is taught completely or fighting non-existent boredom.

The barriers found in Phases 1 and 2 are effectively overcome by a multimedia e-book based on “Phra Aphai Mani: Escaping from the Sea Witch” from Phase 3. Interviews and questionnaires were used to gather information that led to these solutions presented in

Table 7. Applying these barriers by creating the multimedia e-book.

Barriers	Applying Barrier Results into a Multimedia E-Book
“Archaic vocabulary and language barriers”	The e-book uses modern language while keeping the original poetry and verses, making it both easy to read and true to the original.
“Complexity and difficulty”	The e-book breaks up the material into 10 short chapters (1–2 pages each) with pictures to help the reader understand.
“The story is not connected to the present”	The e-book adds a modern character who can watch and talk with characters from the original story, connecting the present and the past.
“Learning materials”	The e-book creates motion graphics with slight movements from still images and includes original quotes, enhancing engagement and retention.

.

These solutions directly address the identified barriers from Phases 1 and 2. The multimedia approach presents different learning styles and preferences, making the content more engaging and relevant to a modern audience while preserving the essence of the classic work.

5.2. Drivers for Studying Classic Thai Literature

These results, when compared with the literature review and viewed through the lens of UDL, offer valuable insights for improving classic literature education as follows.

First, 10 experts and students (mean = 4.50/5) strongly agree on “adapting classic literature to the present time”. Bloom [2] and Chiariello [3] also support the inherent value of classic literature in understanding historical and cultural contexts. Kasemsarn et al. [46] also support that young people are drawn to what is currently relevant to their lifestyles. For instance, well-known presenters, in-style music, and the latest social media trends. In this instance, we should modify the narrative and classic literature presentations to fit in with their interests and styles.

The high preference from students for “including multimedia” (mean = 4.58/5) and seven experts’ suggestions to connect with social media and use new presentation techniques (3 experts) relate well with UDL’s principle of providing multiple means of representation. This modern approach does not negate the benefits of classic literature but rather provides new avenues for students to engage with and analyze these texts [5]. The inclusion of interactive media, games, and immersive technologies, such as augmented reality (AR) and virtual reality (VR), could offer innovative ways to contextualize and interpret classic works within their historical and cultural frameworks. Azzam et al. [47] support that VR has evolved from a gaming technology to a valuable heritage educational tool. Heritage educators are increasingly adopting VR to enhance student understanding, engagement, and motivation across various academic disciplines. Tuta and Luic [48] also support the view that AR in higher education aligns with active learning approaches, including constructivist, situated, game-based, and research-based learning. Artificial reality supports constructivism by enabling student–environment interaction and building on existing knowledge.

Most students (mean = 4.65/5) strongly favor offering “classic literature in modern, easy-to-read language”, which corresponds with experts’ suggestions to adapt stories to fit the present time. Several studies also support that local customs or classic literature can be revived for the younger generation by utilizing new media and technological forms that are in line with their trends and lifestyles [49,50]. Although this suggestion may seem at odds with the traditional view of preserving classic texts in their original form, it could serve as a bridge to help students eventually access and appreciate the original works.

The high interest in “including moving pictures” (mean = 4.35/5) and three experts’ suggestions to use cartoons and animations resonate with research by Mollegaard [51], who notes the intelligibility and attractiveness of cartoon or graphic novel language for learners.

However, while the findings strongly favor modernization and technological integration, it is important to consider how these approaches can be balanced with the traditional benefits of classic literature. In conclusion, the research findings suggest a need for a multifaceted approach to classic literature education that aligns closely with UDL principles in terms of identifying drivers. By incorporating modern language, multimedia elements, and contemporary adaptations, educators can potentially increase student engagement while still preserving the core benefits of studying classic works.

Regarding applying results to the e-book, these are solutions that align well with the preferences identified in the expert interviews and student questionnaires from Phases 1 and 2 presented in

Table 8. Applying these drivers as solutions to create the multimedia e-book.

Drivers	Applying Driver Results into a Multimedia E-Book
“Adapting classic literature to the present time”	The e-book uses modern language and introduces a young character from the modern world as a reader’s representative who always asks questions about situations in the storyline. This new character is set up to effectively link the gap between the classic story and contemporary audiences.
“Including multimedia”	The researchers created a multimedia e-book incorporating various elements, such as text, images, and motion graphics. By uploading content to YouTube, young people can access it through social media platforms.
“Classic literature in modern, easy-to-read language”	The e-book, which condenses the story into 10 chapters and uses contemporary language that young people use in everyday conversations, is a great example of classic literature written in an approachable and approachable style.
“Including moving pictures”	These were created for the e-book and uploaded to YouTube. By incorporating traditional Thai pattern movements, the motion graphics merge contemporary presentation techniques with traditional art.

.

These multimedia e-book solutions directly address the preferences and drivers identified in Phases 1 and 2 by integrating contemporary language, multimedia components, and contemporary contexts with the original story, potentially increasing student engagement with classic literature. The younger generation’s motivation to study classic literature could be significantly enhanced by this approach.

5.3. Applying Universal Design for Learning (UDL) to Enhance Engagement with Classic Literature

This part shows how UDL principles can be used in heritage education, especially when teaching classic literature. UDL is a flexible framework that meets the needs of a wide range of learners by giving them many ways to engage, represent, act, and express themselves [16,20].

1.

Multiple Means of Engagement

Our findings revealed that students often perceive classic literature as irrelevant to their contemporary lives: “The story is not connected to the present” (mean = 4.52/5) as a significant barrier to engagement. To address this, the UDL principles of providing multiple means of engagement can be applied in several ways, as follows:

• “Adapting classic literature to the present time” (mean = 4.50/5): by linking classic themes and modern situations, UDL educators can increase the perceived relevance and personal connection to the material.
• “Including multimedia” (mean = 4.58/5): this aligns with the UDL recommendation to offer choices of content and tools to motivate learners.
• “Including new presenting technologies” (e.g., AR and VR) (mean = 4.49/5): these immersive technologies can create engaging, multi-sensory experiences; they could link classic literature to life, potentially increasing emotional engagement with the text.

2.

Multiple Means of Representation

The results identified “archaic vocabulary and language barriers” (mean = 4.36/5) and a lack of “learning materials” (mean = 4.25/5) as significant barriers. The UDL principle of providing multiple means of representation offers solutions, as follows:

• “Classic literature in modern, easy-to-read language” (mean = 4.65/5): while preserving the essence of the original text, providing modern language alternatives can improve comprehension and reduce cognitive load.
• “Including moving pictures” (mean = 4.35/5): our developed e-book, which divides the content into 10 short chapters with motion graphics; this approach supports diverse learning preferences and abilities.
• “Adapting classic literature to the present time” (mean = 4.50/5): the updated costumes and traditional Thai graphic patterns in our e-book illustrations demonstrate how visual representations can complement the text, enhancing comprehension and cultural appreciation.

3.

Multiple Means of Action and Expression

While this research did not directly address this UDL principle, the findings suggest several ways it can be applied to classic literature education, as follows:

• Offering diverse assessment options: given the positive attitude of Thai students toward classic literature courses, various ways for students to demonstrate their understanding can be provided (e.g., digital storytelling, multimedia presentations, or interactive timelines).
• Utilizing social media platforms: the results of the e-book promotion on Facebook indicate the potential for using social media as a means for students to share interpretations, create content, or engage in discussions about classic literature.

In conclusion, applying UDL principles to the teaching of classic literature offers a promising approach to overcoming identified barriers and leveraging key motivational drivers. By providing multiple means of engagement, representation, and action/expression with details and results presented above, educators can create more inclusive, effective, and engaging learning experiences that make classic literature more accessible and relevant to today’s youth.

6. Conclusions

The aim of this research was to enhance heritage education by identifying barriers and drivers in youth engagement with classic Thai literature and exploring how UDL principles could be applied to increase motivation in learning classic literature through multimedia. To accomplish this, the researchers and their team distributed 100 questionnaires directly on-site to Thai youth aged 15–25 in Bangkok, Thailand. Additionally, the researchers conducted interviews with 10 experts. The study’s findings offer valuable insights into both barriers and drivers and suggest potential strategies for increasing student engagement with classic literature in the context of heritage education.

Several key barriers were found that made it hard to learn about traditional Thai literature in heritage education. These barriers included using archaic words, feeling disconnected from modern life, reading difficult texts, and not having many interesting teaching materials and resources available. These results are in line with both Thai research and research from other countries. This indicates that the problems with teaching classic literature and heritage education are widespread and not just an issue in Thailand. The researchers also found these problems and addressed them via the multimedia e-book, as explained in the Section 4.

Nevertheless, the study also revealed unforeseen findings, particularly regarding students’ perspectives on literature courses and their assessment of the significance of classic Thai literature in heritage education. In contrast to the patterns observed in international literature, Thai students showed a more positive attitude towards literature courses and did not widely perceive Thai classic literature as outdated. This suggests a unique cultural appreciation for literary heritage among Thai students, which can be leveraged in educational strategies and heritage education programs.

Regarding drivers, both experts and students focused on how to bring heritage education up to date by using technology and multimedia in literature classes. Some of the most common strategies were putting traditional stories in modern settings, using multimedia and interactive technologies, and making literature easier to understand. These results align closely with the ideas behind UDL, especially when it comes to giving people multiple ways to interact, represent, and act or express themselves. They also open up new ways to improve teaching about heritage. In addition, the researchers used these factors and incorporated them into the multimedia e-book with the goal of motivating young people, as has been discussed.

This research contributes to the field of heritage education by applying UDL principles to classic Thai literature education. It links traditional content and modern pedagogy in heritage education, offering barrier and driver results presented in Table 6. In conclusion, by addressing the identified barriers and leveraging the drivers of motivation through UDL principles, educators can potentially adapt the teaching of classic literature, not only in Thai, but also internationally, making it more engaging, relevant, and accessible to youth with the latest technology while preserving its cultural significance and educational value. This approach to heritage education ensures that cultural heritage remains engaging and meaningful for new generations.

6.1. Limitations of the Research

The study’s sample size (10 experts and 100 students) is quite small and may not fully represent the perspectives across Thailand’s or international heritage education. Moreover, the research was conducted in only one city, Bangkok. Therefore, in future research, a larger, more diverse sample and different parts of the country could provide more revealing data. Additionally, this research focuses on only one example of Thai literature titled “Phra Aphai Mani: Escaping from the Sea Witch” as a case study. The results may not be adaptable to other cultural contexts or types of classic literature.

6.2. Implications

6.2.1. For Classic Literature and Heritage Education

Teachers could use UDL ideas when planning lessons for heritage education. This would help them better understand what students need to do to engage with cultural heritage through literature. As a result of the identified drivers, teachers could create modular content that can be used in heritage education lessons to make both traditional and modern presentations with multimedia and interactive technologies. They could use modern translations to help students understand the original texts. This could be done through project-based learning that ties themes from classic literature to current events, making heritage education more relevant and interesting. Heritage education can be more open, interesting, and effective at passing on cultural knowledge and values through classic literature by using UDL principles and technology.

6.2.2. For Multimedia Learning Designers

The results suggest that digital textbooks that incorporate interactive elements, such as clickable vocabulary definitions, historical context pop-ups, and multimedia content, should be developed. In terms of gamification, designers could create educational games based on classic literature plots and themes, allowing students to engage with the content more interactively. Moreover, they could develop VR/AR experiences that immerse students in the historical and cultural contexts of classic literature or create virtual field trips to locations relevant to classic texts linked with social media.

6.2.3. For Universal Design for Learning (UDL)

The application of UDL in heritage education can make classic literature more inclusive and engaging. By offering multiple means of engagement, representation, and expression, UDL ensures that students with diverse needs can connect with cultural content as follows: (1) Engagement can be enhanced by integrating modern themes and multimedia resources, such as virtual reality (VR) and augmented reality (AR). (2) Representation can be improved by presenting content in various formats—modern translations, videos, animations, and interactive quizzes—so all students can access material that suits their learning preferences. (3) Action and Expression can be broadened by allowing students to demonstrate their understanding through creative projects like digital storytelling or artistic adaptations, catering to diverse strengths. By adopting UDL, heritage education can link traditional content and the dynamic, multimedia-driven learning preferences of today’s students.

6.3. Future Studies

Future studies can expand on the results in the following ways: (1) by developing multimedia technology in classic literature education, where researchers could apply various technological tools (e.g., AR, VR, interactive media) or multimedia prototype applications in classic literature courses; (2) by comparing modernization and conservation of the learning media, with the results indicating that researchers should explore the balance between modernizing and preserving learning media in classic literature; and (3) by conducting cross-cultural multimedia learning comparisons, focusing on differences between Thai students and international students. Researchers should conduct comparative studies between Thai students’ attitudes toward multimedia learning preferences in classic literature and those of students in other countries.