Illustration by mohamed hassan
Most individuals have a preferred way of learning (learning preference or style). For many years, many educators — including myself — thought that matching how students were taught to their learning preferences enhanced their learning.
However, in the paper Learning Styles: Concepts and Evidence by Pashler, McDaniel, Rohrer, and Bjork, published in the journal Psychological Science in the Public Interest, the authors’ research concludes that there is little empirical evidence to support the notion that teaching according to learning styles improves learning outcomes.
There is also a YouTube video, The Biggest Myth In Education, by Veritasium, that explores the concept of learning styles and the idea that individuals have unique learning preferences. The video also discusses the need for more scientific evidence to support the effectiveness of learning styles and suggests that the concept may be counterproductive in some cases.
There are many different models of learning preference, one of the most popular being the VARK model:
Visual
These learners prefer to see information, such as through diagrams, charts, and pictures.
Auditory
These learners prefer to hear information through lectures and discussions.
Reading/Writing
These learners prefer to learn through reading and writing, such as through text-based materials.
Kinesthetic/Tactile
These learners prefer to learn through hands-on experiences and activities.
This research doesn’t say that students don’t have a learning preference — it’s just that matching preference and learning doesn’t improve learning.
Matching the teaching method to the subject makes far more sense. For example, if you were teaching a child to ride a bike, wouldn’t it be better to use ‘Kinesthetic/Tactile’ rather than ‘Visual/Auditory/Reading/Writing’?
