Museum Presentations for Older Adults: A Review of Universal Design for Learning (UDL) Integration with Digital Storytelling (DST) Guidelines

Abstract

Museums face significant challenges in engaging older adult visitors, particularly regarding digital storytelling (DST) integration and technology accessibility. In this case, universal design for learning (UDL) principles could address accessibility and engagement challenges for older adult visitors through multiple means of representation, engagement, and expression. This review examines how museums can develop inclusive DST frameworks that integrate universal design for learning (UDL) principles to enhance older adults’ engagement and learning experiences. The study investigates three main factors, namely DST, UDL, and older adults’ specific needs and preferences in museum contexts. Through a comprehensive literature review, this research presents an initial framework that systematically maps 10 DST elements across UDL’s 3 core principles, namely multiple means of engagement, representation, and action/expression. The initial framework contributes new knowledge by offering practical implementation strategies while establishing a theoretical foundation for understanding how DST can be adapted to serve older adults’ needs. This review article advances museum accessibility studies and provides a foundation for developing more inclusive cultural institutions that effectively serve older adult visitors while maintaining engaging and meaningful experiences.

1. Introduction

Previous studies illustrate that museums have traditionally overlooked the distinct needs of older adults, categorizing them within the general visitor category [1,2,3,4]. However, contemporary demographic shifts, characterized by an increasing global average age and enhanced longevity due to medical advancements, position older adults as a significant museum demographic. This group also demonstrates substantial economic capacity and available time [1]. Currently, museums worldwide face significant challenges in engaging older adult visitors, particularly regarding digital storytelling (DST) and technology integration that are not specifically supported and designed for them [2,3,4,5].

To enhance learning and understanding, the integration of universal design for learning (UDL) principles in museum presentations has been proposed with significant empirical benefits. Several studies indicate a 15% improvement in learning outcomes and comprehension through multiple means of representation [6,7]. Moreover, UDL can enhance accessibility by improving exhibition comprehension rates and sustaining visitor engagement, particularly benefiting older adults. Rodrigues et al. [8] confirms the effective accommodation of visitor diversity through adaptable interfaces that support varying levels of technological literacy. These findings reinforce the principles of UDL in enhancing museum accessibility and engagement, specifically addressing age-related limitations while preserving educational value.

However, regarding previous studies, three critical research problems exist in current museum presentations and exhibitions. First, there is limited availability of specific DST guidelines for elderly visitors in museum contexts [4,9,10,11]. Second, museums often present information in formal and high-tech formats unsuitable for seniors [1,4,9,12]. Third, there is insufficient research on integrating and applying universal design for learning (UDL) principles with museum technologies for older adults [13].

Therefore, this review aims to develop a comprehensive framework integrating DST elements with UDL principles for creating accessible museum experiences for older adults. The research addresses the following question: “How can museums develop inclusive DST frameworks that integrate UDL principles to enhance the engagement and learning experience of older adult visitors?”

The primary contribution of this study is an initial framework that systematically maps 10 DST elements across 3 UDL principles. This framework offers significant value across academic, practical, and industry domains. It is the first systematic integration of DST for older adults with UDL principles for museums. For academia, it creates new research opportunities in museum studies, gerontology, and DST while providing assessment methodologies for accessibility and engagement. Regarding practical issues, museums could gain practical tools for developing accessible exhibitions and age-appropriate digital installations, potentially increasing older adult visitor engagement. The industry impact extends beyond museums, as the framework can be adapted for various cultural and educational institutions, informing the development of age-appropriate technological solutions and programming.

2. Literature Review

This section illustrates the intersection of digital storytelling (DST), universal design for learning (UDL), and their applications for older adults in museum contexts as presented in Figure 1. It examines the relationships between DST and older adults (Section 2.1), UDL and older adults (Section 2.2), and UDL and DST (Section 2.3).

2.1. DST and Older Adults

While older adult museum visitors share age as a common factor, they represent a highly diverse population with varying physical, cognitive, and technological capabilities [1,6,7,8]. For example, some elderly visitors use mobility aids, like wheelchairs, while others only need occasional rest areas [1]. Moreover, cognitive abilities differ significantly in terms of memory, perception speed, and attention spans [8]. Therefore, UDL principles help accommodate these diverse learning styles and sensory preferences. This principle states that older adults are not a single group but individuals with unique needs that go beyond age alone.

The definition and classification of older adults vary across research contexts, with the World Health Organization (Geneva, Switzerland) typically defining them as individuals aged 65 and above [14,15]. Some studies include those aged 60 and above, recognizing the onset of age-related changes at this stage. Furthermore, this classification can extend to adults aged 50–64 who experience significant functional limitations or chronic conditions, highlighting the variability in aging experiences [15].

This demographic faces various physical challenges that affect daily life and independence. Physical and sensory limitations include balance issues, hearing difficulties (21%), and vision problems (11%). Cognitive decline, often associated with various conditions, such as Parkinson’s disease and dementia, presents additional challenges [16]. Physical fitness and mobility are significantly influenced by muscle strength and chronic conditions [17]. These limitations impact their interaction with digital technologies and museum presentation experiences, necessitating specific considerations in design and accessibility features. Additionally, several studies report that this demographic encounters unique challenges when engaging with high-tech digital technologies and museum experiences [4,9,11].

In the context of museum presentations, these physical limitations require adaptable design solutions, including customizable interfaces, screen readers, adjustable text sizes, and high-contrast visuals [18,19]. The objective is to create accessible experiences that accommodate physical limitations while preserving dignity and encouraging participation [18,20].

In general, DST demonstrates significant potential for enhancing older adults’ engagement with museum content, particularly in areas of social interaction [21], autobiographical memory stimulation, and self-expression [22]. Research indicates particular benefits for individuals with dementia, contributing to increased confidence and social connection [22,23].

Nonetheless, regarding museum presentations, older adult visitors face three significant challenges, as presented previously. First, several studies have developed frameworks that span multiple areas, including foundational principles [24,25,26], pedagogical applications [27,28], interactive media and entertainment [10,29], journalistic approaches [30], and museum-specific guidelines [1]. However, there is a lack of specific guidelines for senior-appropriate DST experiences [4,9,10,11]. Second, museums traditionally overlook older adults’ unique needs, treating them as conventional visitors despite their distinct requirements [4,9]. Third, older adult visitors often lack the motivation to engage with museum narratives despite DST’s potential through various engagement strategies [24,31,32].

Recent research [1,29] highlights that while considerable attention has been given to advanced presentation technologies, limited research addresses DST guidelines for elderly audiences. Building on this foundation, studies have discussed older adults’ engagement with DST guidelines, as presented in

Table 1. Comparison of two sets of inclusive DST guidelines (Kasemsarn et al., 2024; Hausknecht, 2018) [1,29].

Elements	Explanation	Applied to Older Adults [1]	Applied to Older Adults [29]
1. The storyteller’s point of view	What is the central argument of the narrative, and what is the author’s point of view?	Presented through the first-person account of an older adult	-
2. A key question	A pivotal inquiry that sustains the audience’s interest and is resolved toward the conclusion of the narrative	1. Relationship with religion 2. The concept of a family vacation 3. Enhancing one’s physical health or quality of life	-
3. The purpose	Early establishment of a purpose and consistent maintenance of focus throughout	A recollection of the past	-
4. Story structure	What significant occurrences or obstacles take place throughout the narrative?	1. A conservative, conventional, and uncomplicated aesthetic 2. Direct information is necessary 3. There is no need for gimmicks, tricks, or concealed plots	Stories encompass both generalizability and specificity, including significant individuals (memorial stories), events (adventure stories, accomplishment stories), locations (recovery stories, love stories), and discoveries (personal journeys).
5. Economy	Content is just sufficient to convey the plot without overwhelming the audience.	Short and concise information	-
6. The storyteller’s voice	The storyteller appropriately emphasizes the narrative in their work.	Voice is indispensable. Voice style: 1. Use a lighthearted or amusing tone. 2. Use a voice that is calm, steady, and peaceful. 3. Choose a voice based on the screenplay and narrative.	-
7. Soundtrack	Sound effects or music that supplement and enhance the narrative	The soundtrack is indispensable. 1. The soundtrack’s style is straightforward and calming. 2. Classical or traditional music should be used to evoke sentiments of nostalgia.	The narrator utilized a variety of musical compositions to create unique ambiances throughout the digital narrative; sound effects were omitted. The narrative “reflected and expressed” a variety of emotions through music.
8. Media	What are the forms of media (such as the Internet, mobile phones, and television)?	Television is the preferred medium, followed by mobile devices and radio. Suggestion: Their comprehension of advanced technology is restricted.	Visual elements, including graphics, videos, music, and new media, are becoming more prevalent in social media storytelling.
9. Background	What is the setting, and what is the world?	1. Only older characters who are well-liked by this demographic should be authentic, as should the real world, its settings, and its characters. 2. Establish an environment that is actually inhabited by the target audience. 3. Develop historical settings that evoke feelings of nostalgia.	-
10. Imagery process and choice		-	In order to effectively communicate the narrative, the narrator may have implemented both explicit and implicit imagery. Throughout the text, a few photographs were employed, each of which held symbolic or metaphorical significance.

.

2.2. UDL and Older Adults

UDL is an educational framework that creates equal learning opportunities through flexible and accessible curriculum designs. This approach accommodates diverse learners, including those with varying abilities, backgrounds, and learning styles, aiming to foster an inclusive learning environment where all students can succeed [33,34]. The framework departs from “one-size-fits-all” approaches by creating flexible learning environments that accommodate diverse needs and preferences [6,7,33,34,35]. The implementation of UDL offers numerous benefits across educational contexts. By improving accessibility for all learners regardless of ability, UDL principles can effectively remove unintentional learning barriers and enhance learning experiences through flexible approaches. This educational design framework ensures that barriers are addressed from the outset rather than requiring subsequent modifications [36,37]. Moreover, UDL is particularly effective in accommodating diverse learning styles and needs while maintaining high educational standards.

CAST [34] proposes three core UDL principles, as follows:

• Multiple means of engagement: providing diverse motivation options while considering cultural influences;
• Multiple means of representation: presenting information through various formats (e.g., visual, auditory, and textual);
• Multiple means of action and expression: supporting diverse interaction methods.
  UDL principles help educators teach all students effectively by overcoming traditional learning barriers, making it a valuable approach for modern educational design [33,34].

For older adults, UDL extends beyond its original classroom focus to promote inclusive learning opportunities for older adults through adaptable presentation and engagement methods. Research demonstrates its effectiveness in facilitating inclusive learning, with studies reporting an up to 15% improvement in learning outcomes through multimedia resources and interactive activities [6,7,33,34,35]. Rodrigues et al. [8] also identify the following age-related challenges:

−

Vision: decreased sensitivity to light, colors, and details;

−

Hearing: progressive decline, affecting up to 75% of those aged 75–79;

−

Muscular abilities: reduced strength and speed and potential hand tremors;

−

Cognition: declining memory, perception speed, and attention span.

Despite certain challenges, UDL remains a promising framework for enhancing inclusivity and accessibility for older adults. Success requires adequate resources, appropriate training, and thoughtful adaptation of UDL principles to specific contexts. When properly implemented, UDL can significantly contribute to creating more inclusive and equitable opportunities for older adults in both educational and urban environments.

2.3. UDL and DST

Digital storytelling (DST) is an innovative presentation methodology that integrates narrative structures, plot development, and character elements to create engaging digital experiences rather than hard-sell or formal presentations [10,38]. In museums, DST incorporates narrative structures and character elements to craft immersive experiences that go beyond traditional approaches [10,38,39]. DST has been successfully implemented in both cultural and heritage sites, enhancing visitor engagement and motivation through various digital platforms [10,38,40].

The evolution of DST in museum presentations has seen significant advancements. From 2000 to 2010, presentations focused on 360-degree images, 3D animations, and multilingual options, though they were limited by technological barriers, such as Internet bandwidth [41]. The period from 2010 to the present has marked a transformation with mobile technologies, GPS integration, and augmented reality (AR), enabling more personalized and interactive experiences through mobile devices [42].

Contemporary applications of DST in museum presentations leverage various technological innovations. For example, virtual reality (VR) and AR enable immersive experiences that bring historical sites to life [43,44]. Furthermore, mixed reality (MR) combines physical and digital spaces, offering enhanced visualization and interactive storytelling opportunities. These technologies serve multiple purposes in cultural and heritage contexts. For example, they provide access to sites that are inaccessible or no longer in existence and create personalized visitor experiences. Additionally, DST supports both online and onsite engagement, increasing accessibility for diverse audiences by offering engaging experiences that motivate physical visits while also providing alternative access through virtual platforms [40,45].

Thus, the integration of DST with UDL has emerged as a transformative educational framework that fosters inclusive and engaging learning environments through multimedia-based narrative approaches. This combination not only enhances accessibility but also cultivates critical skills, such as problem-solving, empathy, and digital literacy. Recent studies by Tyler and Moore [46] demonstrate that DST, when applied in education, significantly enhances engagement and motivation by providing interactive learning experiences where students become active participants in their educational journey.

Incorporating multimedia elements, as noted by Buendgens-Kosten [47], can support different sensory preferences. Multimedia presentations can make learning more inclusive and align with the UDL principle of providing multiple means of engagement and representation.

Moreover, several studies on educational barriers suggest that DST within the UDL framework provides alternative ways to access content, particularly benefiting students with disabilities [48]. This approach reduces three key barriers, namely technology complexity, information overload, and passive learning experiences, while supporting different learning styles and physical limitations [1,48,49]. Implementation challenges include training requirements and resource constraints, yet when effectively applied, DST–UDL integration successfully eliminates educational barriers while maintaining pedagogical effectiveness [46]. Therefore, this integration represents a promising direction for creating accessible, engaging museum experiences that transform older adults from passive observers into active participants.

In summary, integrating DST and UDL creates a comprehensive educational approach that addresses modern learning needs while promoting inclusivity. This integration supports multiple means of engagement, representation, and expression, making education more accessible and engaging for all learners. However, implementation challenges persist, including the need for teacher training in digital tools, resource constraints affecting equitable access, and the requirement for adequate scaffolding to ensure alignment with learning objectives. As educational technologies continue to evolve, the integration of DST and UDL represents a promising direction for creating more inclusive and effective learning experiences for all students.

2.4. Case Studies About DST and UDL

Firstly, a case study at Arrifaie Gondanglegi Middle School in Malang [50] illustrates the implementation of DST with UDL for Arabic language learning. This could enhance student engagement and develop multiple skills simultaneously, including speaking, writing, and technology competencies. Students showed increased motivation and self-confidence while creating digital stories with Arabic vocabulary mastery. This case illustrates how DST can be linked UDL principles by accommodating diverse learning styles through technology integration while fostering creativity and active student participation.

Another case study conducted with low-income parents in rural Ireland illustrates how can be DST applied with UDL through diverse cultural identities and languages [51]. Participants developed creative authority, enhanced their technological confidence, and successfully used multimodal communication to overcome language barriers. This case study represents how DST implementation aligns with UDL principles by providing multiple means of expression for adults with diverse linguistic and socioeconomic backgrounds facing technology access challenges.

Next, a systematic literature review [52] examined 34 studies across 8 databases. The results showed that DST and UDL primarily support memory, reminiscence, identity, and self-confidence in older adults with typical aging, mild cognitive impairment, or dementia. This systematic review aligned with UDL principles by revealing multiple means of representation and expression for older adults across varying cognitive abilities, supporting the integration of DST for diverse elderly audiences.

The DST project was conducted with 88 older adults in Vancouver [53]. Their results illustrate that through a 10-week course, participants experienced significant social and emotional benefits, particularly in building connections through shared narrative experiences. Viewers at the “Sharing Our Stories” event found the digital stories meaningful and emotionally engaging, confirming the impact of DST beyond the creators themselves. This study applies UDL principles by showing alternative means of expression and engagement while addressing diverse cultural backgrounds.

A case study [54] investigated DST within an intergenerational collaboration framework, where older adults shared equine interaction experiences while university students from various disciplines helped create their digital stories. The study highlighted DST as an effective tool for bridging generational divides, promoting social change, and facilitating meaningful cross-disciplinary educational experiences. This research represents how DST aligns with UDL principles by providing multiple means of engagement and action/expression for participants across different age groups, technological competencies, and academic backgrounds.

Another study developed the student experience digital storytelling (SEDS) model through participatory action research at two universities [55]. It also represents how DST facilitates the authentic co-design of university teaching practices by capturing students’ lived experiences across work, life, play, and learning domains. This case exemplifies UDL by providing multiple means of engagement, representation, and action/expression through DST.

Next, a case study in China and Finland examined how DST enhanced twenty-first-century competencies with 10–11-year-old students [56]. This study used mixed methods, including structured questionnaires, observations, and teacher interviews. The results revealed that DST significantly improved students’ math literacy and engagement in both cultural groups. This research adopted UDL principles by demonstrating how DST provides multiple means of representation (visual, verbal, and collaborative), action/expression (creating digital stories, peer presentations), and engagement (active knowledge construction, group work), successfully accommodating diverse learner needs.

Lastly, a study adopted UDL principles and DST by studying youth engagement barriers and drivers with classic Thai literature [57]. Through mixed methods involving 100 youth surveys and expert interviews focused on the classic poem, the researchers developed a free multimedia e-book incorporating motion graphics as DST and contemporary adaptations. The study demonstrated UDL implementation by providing multiple means of representation (modernized text, visual elements), engagement (relevance to current context), and expression (interactive multimedia formats) to make heritage education more accessible and motivating for young learners.

Based on the literature review, a significant research gap exists, as limited studies directly examine the integration of DST with UDL principles specifically for older adults in museum contexts. Most research demonstrates DST’s effectiveness for various demographics [50,56,57], UDL applications for seniors [8], and separate studies on DST for older adults [52,53] or museum presentations [10]. Therefore, this research gap represents a critical need for the unique contribution of the current study in proposing an integrated framework for inclusive museum experiences.

3. Creating the Initial DST with UDL for a Museum Presentation Framework

The integration of DST elements with UDL principles, resulting in the initial framework presented in Figure 2 and

Table 2. Details of the initial DST with UDL for the museum presentation framework.

1. Multiple Means of Engagement (“Why” of Learning)	2. Multiple Means of Representation (“What” of Learning)	Multiple Means of Action and Expression (“How” of Learning)
Goal: Purposeful and motivated	Goal: Resourceful and informative	Goal: Strategic and goal-directed
1.1 Provide Options for “Recruiting Interest”	2.1 Provide Options for “Perception”	3.1 Provide Options for “Physical Action”
Point of view -Use first-person narratives from older adults’ perspectives.	Media -Incorporate multiple channels (e.g., visual, audio, and tactile) and adjustable display settings for texts and images using both digital and traditional presentation formats.	Media -Offer multiple interaction methods (e.g., touchscreens, buttons, and voice commands) and provide seating areas for longer engagement.
Key question -Focus on themes relevant to older adults’ life experiences (e.g., religion, family, health, and nostalgia).	Voice -Provide text transcripts of audio content and offer volume and speed control options.	Background -Design exhibition spaces that are easy to navigate and include rest areas that match the exhibit’s theme.
Background -Design spaces that reflect familiar historical periods and nostalgic memories.	Soundtrack -Ensure that background music does not interfere with narration, and include an option to adjust audio levels.	Economy -Allow for self-paced exploration, and provide clear physical pathways through exhibits.
1.2 Provide Options for “Sustaining Effort and Persistence”	2.2 Provide Options for “Language and Symbols”	3.2 Provide Options for “Expression and Communication”
Story structure -Use straightforward narrative progression.	Story structure -Use clear, straightforward language, and avoid complex or technical terms.	Storyteller’s voice -Choose a lighthearted or amusing tone and calm, steady voice, and provide options for sharing personal memories.
Economy -Maintain concise, focused storytelling.	Economy -Use concise, clear descriptions, and avoid unnecessary technical language.	Story structure -Integrate multiple ways to interact with narratives, and provide opportunities for personal storytelling.
Voice -Use calm, steady narration styles.		Point of view -Enable visitors to share their perspectives, allowing for personal interpretations of exhibits.
1.3 Provide Options for “Self-Regulation”	2.3 Provide Options for “Comprehension”	3.3 Provide Options for “Executive Functions”
Media -Avoid overly complex technological interfaces.	Purpose -Clearly state learning objectives, and provide context for historical artifacts.	Purpose -Provide clear navigation guides with clear beginning and endpoint markers, and offer suggested routes through exhibits.
Imagery process -Include photographs with clear symbolic meaning.	Background -Connect exhibits to familiar life experiences and real-world settings that resonate with older adults.	Key question -Structure exhibits around clear themes, and include self-assessment options.
Purpose -Establish clear objectives early in the presentation.	Key question -Frame content around clear, focused questions, and use questions to guide the understanding of complex topics.	Imagery process -Allow visitors to create their own visual connections, and enable photo-taking or drawing activities.

, followed a systematic three-phase mapping process.

Phase 1: DST Element Analysis. Researchers analyzed each DST element’s primary function and potential contribution to museum presentations. Ten key DST elements were identified for their core functions. For example, the point of view element was recognized for its role in establishing narrative perspective and creating personal connections. The media element was examined for its ability to deliver content through various channels.

Phase 2: UDL Principle Alignment. Next, researchers matched each DST element to the most appropriate UDL principles. This process considered how each DST element could support UDL’s core objectives of providing multiple means of engagement, representation, and action/expression. For instance, the storyteller’s voice aligned naturally with multiple means of representation due to its role in content delivery. Additionally, the background element was mapped to multiple means of engagement because of its ability to create immersive, relatable environments.

Phase 3: Integration Strategy Development. The final phase focused on developing specific implementation strategies. These strategies were designed to preserve the narrative engagement of DST while ensuring accessibility through UDL principles. Moreover, they were tailored to address the specific needs and preferences of older adults, supporting practical applications in museum presentations. For example, when integrating the DST element point of view with UDL’s principle of multiple means of engagement, the strategy “use first-person narratives from older adults’ perspectives”, as presented in Table 2, was developed. This approach maintains the function of DST while implementing UDL’s emphasis on engaging diverse learners, specifically addressing older adults’ preferences.

As a result, the initial framework (Figure 2 and Table 2) illustrates a systematic integration in which each DST element is strategically positioned within UDL principles to create accessible and engaging museum experiences for older adult visitors.

3.1. Multiple Means of Engagement (The “Why” of Learning)

The integration of DST elements with UDL’s first principle, “Multiple Means of Engagement”, creates a framework specifically tailored for older adults in museum contexts. This principle focuses on the “why” of learning, addressing motivation, engagement, and sustained interest through various narrative and presentational approaches that resonate with older audiences.

In Table 1, “recruiting interest”, museums can leverage several DST elements to create immediate personal connections. The “point of view” element is crucial, utilizing first-person narratives from older adults to establish authenticity and relatability. The “background” element creates environments that reflect visitors’ lived experiences, historical periods, and nostalgic memories, while “key questions” focus on themes particularly relevant to older adults, such as religious connections, family experiences, nostalgia, and health-related topics. These DST elements, combined with purposeful imagery and authentic settings, help establish an initial emotional connection that draws visitors into the museum experience.

In Table 1, “sustaining effort and persistence”, is supported through the careful implementation of “story structure”, “economy”, and “voice” elements. The “story structure” maintains a conservative, straightforward aesthetic with direct information delivery, avoiding complex or hidden plot elements that might discourage engagement. The “economy” element ensures content is presented in manageable segments, while “voice” prioritizes narration styles that are calm and steady, ensuring comfort for older adults.

In Table 1, “self-regulation”, incorporates DST elements, such as “media”, “purpose”, and “imagery process”, which play vital roles. Regarding “media”, DST developers should avoid overly complex technological interfaces. The “imagery process” carefully balances explicit and implicit visual elements, ensuring that they support the narrative while maintaining clarity and comprehension. Lastly, “purpose” should be clearly established early in the presentation. These DST and UDL elements work together to create an environment where older adults can comfortably pace their learning and remain engaged throughout their museum visit.

In brief, for the first section, “multiple means of engagement” (the “why” of learning), this integration demonstrates how DST elements can be strategically employed to create museum experiences. This section highlights not only how DST captures initial interest but also how it maintains engagement through appropriate content delivery while supporting self-directed learning among older adult visitors.

3.2. Multiple Means of Representation (The “What” of Learning)

The second UDL principle, “Multiple Means of Representation”, when integrated with DST elements, focuses on the “what” of learning. This principle ensures that information is accessible and comprehensible through various representational methods that accommodate age-related changes in sensory and cognitive processing.

In Table 1, “Perception”, DST elements provide multiple pathways for information reception. The “media” element is particularly significant, recognizing older adults’ preferences for familiar formats while adapting to their physical capabilities. The “soundtrack” element offers auditory support through carefully selected music and sound effects, while the “voice” element provides text transcripts of audio content and offers volume and speed control options. These elements are carefully balanced to create a multi-sensory experience that compensates for age-related sensory changes without overwhelming the visitor.

“Language and symbols” in Table 1, are enhanced through several DST components that ensure clear communication. The “story structure” follows a direct, uncomplicated approach, avoiding complex symbolism or hidden meanings that might confuse older visitors. The “economy” element ensures that language remains concise and accessible. This multi-layered approach to communication guarantees that information remains understandable, regardless of individual language processing abilities.

“Comprehension” in Table 1, is supported through the strategic implementation of the “purpose”, “key questions”, and “background” elements. The “purpose” element establishes clear learning objectives early in the presentation, while “key questions” focus on themes that resonate with older adults’ experiences, making content more relatable and easier to understand. The “background” element creates familiar contexts that aid comprehension.

In summary, this integration demonstrates how DST elements can be effectively utilized to create museum presentations in alignment with the UDL principle of “multiple means of representation”. This approach not only ensures that information is accessible through multiple presentation channels but also supports comprehension and knowledge building among older adult visitors. The framework acknowledges the diverse ways that older adults process and understand information, providing multiple pathways to knowledge acquisition while maintaining engagement and interest.

3.3. Multiple Means of Action and Expression (The “How” of Learning)

The third UDL principle, “Multiple Means of Action and Expression”, focuses on the “how” of learning. It provides various ways for visitors to interact with exhibits, express their understanding, and navigate their learning experiences in ways that accommodate age-related physical and cognitive considerations.

In Table 1, “Physical Action”, DST elements, such as “media”, “background”, and “economy” are adapted to support various interaction methods. The “media” element offers multiple platforms for engagement, accommodating different physical capabilities. The “background” element ensures that physical interaction points are placed in familiar, comfortable contexts. The “economy” element provides clear physical pathways through exhibits, preventing fatigue and allowing for natural rest periods.

In Table 1, “Expression and Communication”, is supported through several DST components that provide multiple channels for visitor response and engagement. The “voice” element not only guides visitors but also models different communication styles, encouraging them to share their own stories and perspectives. The “story structure” element offers various points for reflection, allowing visitors to express their understanding through multiple means, including verbal, written, or interactive responses. Lastly, “point of view” enables visitors to share their perspectives and form personal interpretations of exhibits.

In Table 1, “Executive Functions”, is supported through the DST elements of “purpose”, “key questions”, and “imagery process”. The “purpose” element establishes clear goals and expectations, while “key questions” provide frameworks for organizing thoughts and responses. The “imagery process” allows older adult visitors to create their own visual connections, enabling activities, such as photo-taking or drawing.

This section illustrates how DST elements can create museum experiences that encourage active participation and expression while supporting strategic engagement with content. By integrating multiple means of interaction and expression from DST and UDL, museums can foster more inclusive environments that promote active learning and meaningful engagement for older adult visitors, allowing them to become active participants in their museum experiences rather than passive observers.

4. Conclusions

This review article successfully synthesized research on DST for museum presentations and UDL principles to develop a comprehensive framework for enhancing museum experiences for older adults. The study addressed its aim by developing a comprehensive framework integrating DST elements with UDL principles to create accessible museum experiences for older adults. Moreover, it demonstrates how the 10 elements of DST (Table 1) can be systematically integrated with UDL principles (Table 2 and Figure 2) to create more engaging and accessible museum experiences.

Regarding the research question, the review article revealed that museums can develop inclusive DST frameworks through a three-tiered approach aligned with UDL principles. First, by implementing multiple means of engagement, museums can use DST elements, such as point of view and background, to create personally relevant and emotionally engaging experiences. Second, through multiple means of representation, DST elements, like media and voice, can be adapted to accommodate age-related sensory and cognitive changes. Third, by providing multiple means of action and expression, museums can utilize DST elements to create interactive experiences that support various forms of visitor engagement and response.

Integrating the three factors creates inclusive experiences that accommodate diverse learning styles and physical capabilities while addressing age-specific challenges. The synergy between DST’s narrative engagement and UDL’s accessibility principles transforms older adults from passive observers into active participants through personalized learning opportunities and activities. It also effectively addresses sensory limitations and technological unfamiliarity while maintaining engaging narrative experiences that resonate with their life experiences.

From a practical perspective, this research provides museum professionals with detailed implementation guidelines and specific strategies for adapting the 10 DST techniques and 3 UDL principles for older adult visitors. Museums could serve diverse audiences by applying these guidelines as practical tools for improving museum accessibility and presentations for the right target group.

Regarding academics, the research introduces a new framework for evaluating museum digital experiences, offering a systematic approach to analyzing storytelling effectiveness in accessible designs. This contribution extends beyond theoretical understanding to provide practical tools for assessing and improving museum accessibility. The integration of visitor engagement metrics with accessibility standards creates a comprehensive evaluation framework that can guide future museum development.

The industry impact of this research lies in enhancing the understanding of older adults’ museum experience needs and providing practical tools for improving museum accessibility. The developed framework for creating DST offers museums a structured approach to implementing inclusive storytelling strategies. This research lays the groundwork for future studies in museum accessibility and serves as a foundation for developing more inclusive cultural institutions that effectively engage diverse audiences while maintaining meaningful visitor experiences.

5. Study Limitations

The primary limitation lies in the scarcity of the literature specifically addressing the intersection of DST, UDL, and museum experiences for older adults, particularly regarding practical implementation documentation. Additionally, this study is a review article that proposes an initial framework (Figure 2 and Table 2) based on literature reviews. Hence, the framework has not yet been validated or evaluated through empirical testing or expert review.

6. Implications

6.1. For Museums

Museums can use this framework to design digital installations and interactive exhibits that accommodate age-related changes while maintaining engaging narratives, potentially leading to increased visitor engagement among older adult demographics.

6.2. For Academics and Research Areas

This review article establishes a foundation for future empirical research in museum studies, gerontology, and DST. The proposed framework enables researchers to evaluate the effectiveness of integrated DST–UDL approaches in museum presentations. Moreover, researchers could apply the 10 DST factors and 3 UDL principles to develop assessment tools for measuring the desirability and engagement levels of museum digital experiences.

6.3. For the Older Adult Industry

The framework’s principles can be adopted beyond museums by other cultural and educational institutions serving older adults. The findings about older adults’ preferences in digital engagement can inform the development of senior technological solutions and programming across various settings, from learning centers and entertainment to retirement communities.

6.4. Future Research Recommendations

First, framework validation should be conducted. Researchers should carry out in-depth interviews with diverse expert groups (e.g., DST, UDL, and museum experts) to assess and evaluate the framework’s effectiveness. Next, for testing in different types of museums, researchers should apply this framework across various museum types (e.g., art, history, and cultural heritage museums). Testing across different types would provide insights into how implementation variables (e.g., content, physical constraints, visitor expectations) influence the framework’s effectiveness. Furthermore, this could refine its practical implementation guidelines by identifying which DST elements require different emphasis in various museum contexts while maintaining the core UDL principles that transcend settings. Moreover, for cross-cultural applications, researchers should examine how cultural differences influence older adults’ engagement with DST and UDL.

Additional future research would be to investigate the cross-demographic applicability of the DST–UDL framework (e.g., children, youths, people with disabilities, or international visitors). This approach would both validate the framework’s broader utility and potentially identify design elements that create universal benefits across multiple audience segments. This could create a return on investment for museums implementing these guidelines.