vark learning styles essay

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Overview of VARK Learning Styles

Sam Edwards / Getty Images

VARK Learning Styles

• Find Your Style
• Kinesthetic

Why It Matters

Frequently asked questions.

Learning styles are a popular concept in psychology and education and are intended to identify how people learn best. VARK learning styles suggest that there are four main types of learners: visual, auditory, reading/writing, and kinesthetic.

The idea that students learn best when teaching methods and school activities match their learning styles, strengths, and preferences grew in popularity in the 1970s and 1980s. However, most evidence suggests that personal learning preferences have little to no actual influence on learning outcomes.

While the existing research has found that matching teaching methods to learning styles has no influence on educational outcomes, the concept of learning styles remains extremely popular.

There are many different ways of categorizing learning styles , but Neil Fleming's VARK model is one of the most popular. Fleming introduced an inventory in 1987 that was designed to help students and others learn more about their individual learning preferences.

According to the VARK model, learners are identified by whether they have a preference for:

• Visual learning (pictures, movies, diagrams)
• Auditory learning (music, discussion, lectures)
• Reading and writing (making lists, reading textbooks, taking notes)
• Kinesthetic learning (movement, experiments, hands-on activities)

The VARK model refers to the four sensory modalities that describe different learning preferences. The model suggests that these modalities reflect how students learn best.

What Type of Learner Are You?

In order to identify which type of learner people are, Fleming developed a self-report inventory that posed a series of situations. Respondents select the answers that best match their preferred approach to learning.

Imagine that you are learning how to perform a new physical skill such as riding a bike or dancing a certain style of dance. In which way would you learn this skill the best?

• Look at pictures of people performing the skill. (Visual)
• Listen to an expert explain how to do the task. (Auditory)
• Read about how to perform the task in a book. (Reading/Writing)
• Watch someone else perform the skill and then trying it yourself. (Kinesthetic)

Visual Learners

Visual learners learn best by seeing. Graphic displays such as charts, diagrams, illustrations, handouts, and videos are all helpful learning tools for visual learners.

Visual learners prefer this type of learning would rather see information presented in a visual rather than in written form.

Do you think you might be a visual learner? Then consider the following questions:

• Are art, beauty, and aesthetics important to you?
• Does visualizing information in your mind help you remember it better?
• Do you have to see information in order to remember it?
• Do you pay close attention to body language ?

If you can answer yes to most of these questions, chances are good that you have a visual learning style. You may find it helpful to incorporate things like pictures and graphs when you are learning new information.

Aural Learners

Aural (or auditory) learners learn best by hearing information. They tend to get a great deal out of lectures and are good at remembering things they are told.

Are you an auditory learner? Consider the following questions:

• Do you create songs to help remember information?
• Does reading out loud help you remember information better?
• Do you prefer to listen to class lectures rather than reading from the textbook?
• Would you prefer to listen to a recording of your class lectures or a podcast rather than going over your class notes?

If you answered yes to most of these questions, then you are probably an auditory learner. You might find things like audiobooks and podcasts helpful for learning new things.

Reading and Writing Learners

Reading and writing learners prefer to take in information that is displayed as words and text. Could you be a reading and writing learner? Read through the following questions and think about whether they might apply to you.

• Do you enjoy making lists, reading definitions, and creating presentations?
• Do you find reading your textbook to be a great way to learn new information?
• Do you take a lot of notes during class and while reading textbooks?
• Do you prefer it when teachers make use of overheads and handouts?

If you answered yes to these questions, it is likely that you have a strong preference for the reading and writing style of learning. You might find it helpful to write down information in order to help you learn and remember it.

Kinesthetic Learners

Kinesthetic (or tactile) learners learn best by touching and doing. Hands-on experience is important for kinesthetic learners.

Not sure if you're a kinesthetic learner? Answer these questions to find out:

• Are you good at applied activities such as painting, cooking, mechanics, sports, and woodworking?
• Do you enjoy performing tasks that involve directly manipulating objects and materials?
• Do you have to actually practice doing something in order to learn it?
• Is it difficult for you to sit still for long periods of time?

If you responded yes to these questions, then you are most likely a kinesthetic learner. Taking classes that give you practical, hands-on experience may be helpful when you want to acquire a new skill.

The validity of the VARK model as well as other learning style theories has been questioned and criticized extensively. Some critics have suggested that labeling students as having one specific learning style can actually be a hindrance to learning.

One large-scale look at learning style models suggested that the instruments designed to assess individual learning styles were questionable.  

The VARK model remains fairly popular among both students and educators despite these criticisms. Students may feel drawn to a particular learning style. Others may find that their learning preferences lie somewhere in the middle, such as finding both visual and auditory learning equally appealing.

People might find that understanding their own learning preferences can be helpful. If you know that visual learning appeals to you most, using visual study strategies in conjunction with other learning methods might help you remember and enjoy your studies more.

If no single learning preference calls out to you or you change preferences based on the situation or the type of information you are learning, you probably have what is known as a multimodal style .

For example, you might rely on your reading and writing preferences when you are dealing with a class that requires a great deal of book reading and note-taking, such as a history of psychology course. During an art class, you might depend more on your visual and kinesthetic preferences as you take in pictorial information and learn new techniques.

The four VARK learning styles are visual learners, aural learners, reading and writing learners, and kinesthetic learners.

According to some data, the most common is a multimodal learning style referred to as VARK Type Two, which involves exhibiting a range of learning preferences. People with this learning style tend to collect information more slowly and take time to make decisions.

In terms of single preferences, kinesthetic is by far the most common, accounting for 22.8% of respondents.

Pashler H, Mcdaniel M, Rohrer D, Bjork R. Learning styles: concepts and evidence . Psychol Sci Public Interest . 2008;9(3):105-19. doi:10.1111/j.1539-6053.2009.01038.x

VARK Learn Limited. VARK research - what do we know about VARK ?

Fleming N. Introduction to Vark .

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

The Vark Questionnaire: Learning Styles Essay

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People differ in terms of how they acquire knowledge because there are individual variations in information perception, understanding, and memorization. If both students and teachers are aware of their learning styles, the effectiveness of education increases (Chaudhry et al., 2020). Based on such sensory modalities that humans use to interact with the world, Neil Fleming developed a questionnaire known as VARK, which stands for visual, auditory, read/write, and kinesthetic (Chaudhry et al., 2020). I took this questionnaire and received the result that my learning strategies are multimodal, and my scores in all four domains were almost even. In fact, according to the VARK website, it is the most prevalent type of learning in the general population, and these individuals can switch between modalities depending on the situation (VARK, n.d.). Indeed, the test accurately reflected my current learning style because I use various methods to study, but neither approach is superior since it is based on distinct sensory preferences.

My actual and calculated learning styles coincide since I used the multimodal approach in different situations. For example, it is easier for me to use the map to explore a direction or new location. Still, I may consider written instructions and diagrams when assembling a piece of furniture. In my studies, I acquire new knowledge faster if it is presented in written format and contains visual support, like schemes or videos. Overall, this learning model has worked well for me since high school, allowing me to be more efficient in my classes.

The division of learning modalities in the VARK questionnaire was made based on the dominant senses people use. Specifically, visual learners absorb knowledge better with figures, charts, and schemes, while auditory strategy is preferred by people who learn better by hearing information (Hernandez et al., 2020). Read/write learners, as the name suggests, favor reading and taking notes (Hernandez et al., 2020). Kinesthetic learners are those who need to see a real-world application to make valuable connections between ideas and concepts (Hernandez et al., 2020). Mixed strategies, like in my case, imply using different senses for knowledge acquisition. Notably, concept maps that include both visuals and written information were found to be helpful to learners with all of the abovementioned modalities (Wong et al., 2020). Indeed, the dominant senses often determine how a person studies because it means that choosing the learning method that aligns with one’s strongest modality will lead to better outcomes.

Educators should assess their students’ learning styles to know how to improve teaching efficiency by using additional resources that may be helpful for the class. For instance, if most learners prefer the visual method, the teacher should consider including more pictures, schemes, and graphs. However, identifying individual modalities should never be done to show that one is superior to another (Chaudhry et al., 2020). Instead, it allows teachers to know what learning styles are present in a group to use supplementary tools to maximize outcomes.

Learning modalities are essential not only in educational settings but also in health promotion among the general population. This information is needed to influence people’s choices related to their physical and emotional well-being. According to Hubley and Copeman (2018), the target audience’s perception of the presented data about health depends on one’s background knowledge about the field as well as on the dominant senses of individuals. Still, using images, stepwise explanations, schemes, and connections with real-world examples is recommended to ensure an understanding of complex medical topics among non-professionals.

It is possible to use people’s learning styles to influence and motivate them for behavioral change. For instance, if a person with alcohol use issues is identified as a visual learner, showing one all the negative consequences of substance abuse using visual aids may have a greater impact than providing them with written information. People with the dominant auditory system will be more influenced by a discussion in a podcast or lecture (Chaudhry et al., 2020). Kinesthetic learners would likely prefer seeing these health promotion and behavioral change campaigns to be more related to their personal experiences (Chaudhry et al., 2020). Since most people have mixed strategies for knowledge acquisition, these programs have the luxury of including various sets of data to have an impact. Notably, the influence can be enhanced if promotors of a healthy lifestyle obtain data about the audience’s dominant senses using the VARK questionnaire before the meeting or lecture. In that case, this information will help them adjust the methodology of delivering health-related knowledge.

In summary, the VARK questionnaire is a valuable tool that allows determining students’ learning styles based on the assessment of the dominant senses they use for interacting with the world. Five main strategies are described by this method: visual, auditory, read/write, kinesthetic, and multimodal. The test accurately revealed that I use the latter approach in my education, allowing me to adapt to various situations by switching between modalities. This information is critical not only for students but also for educators so that they optimize their teaching techniques to improve learners’ results. Lastly, the VARK tool can be used in traditional educational settings and health promotion.

Chaudhry, N. A., Ashar, A., & Ahmad, S. A. (2020). Association of visual, aural, read/write, and kinesthetic (VARK) learning styles and academic performances of dental students. PAFMJ , 70 (1), 58-63.

Hernandez, J. E., Vasan, N., Huff, S., & Melovitz-Vasan, C. (2020). Learning styles/preferences among medical students: Kinesthetic learner’s multimodal approach to learning anatomy . Medical Science Educator , 30 (4), 1633-1638.

Hubley, J., & Copeman, J. (2018). Practical health promotion . John Wiley & Sons.

VARK. (n.d.). Multimodal strategies .

Wong, J. S., Anderson, B., & Gough, M. (2020). Is concept mapping favorable for undergraduates with different learning styles? Journal of Nursing Education and Practice , 10 (12), 7-13.

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IvyPanda. (2023, June 13). The Vark Questionnaire: Learning Styles. https://ivypanda.com/essays/the-vark-questionnaire-learning-styles/

"The Vark Questionnaire: Learning Styles." IvyPanda , 13 June 2023, ivypanda.com/essays/the-vark-questionnaire-learning-styles/.

IvyPanda . (2023) 'The Vark Questionnaire: Learning Styles'. 13 June.

IvyPanda . 2023. "The Vark Questionnaire: Learning Styles." June 13, 2023. https://ivypanda.com/essays/the-vark-questionnaire-learning-styles/.

1. IvyPanda . "The Vark Questionnaire: Learning Styles." June 13, 2023. https://ivypanda.com/essays/the-vark-questionnaire-learning-styles/.

Bibliography

IvyPanda . "The Vark Questionnaire: Learning Styles." June 13, 2023. https://ivypanda.com/essays/the-vark-questionnaire-learning-styles/.

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The Relationship Between the VARK Learning Styles and Academic Achievement in Dental Students

Hamid reza mozaffari.

1 Department of Oral and Maxillofacial Medicine, School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran

Maryam Janatolmakan

2 Medical Surgical Nursing, Clinical Research Development Center, Imam Reza Hospital, Kermanshah University of Medical Sciences, Kermanshah, Iran

Roohollah Sharifi

3 Department of Endodontic, School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran

Fatemeh Ghandinejad

4 Kermanshah University of Medical Sciences, Kermanshah, Iran

Bahare Andayeshgar

5 Statistic, Clinical Research Development Center, Imam Reza Hospital, Kermanshah University of Medical Sciences, Kermanshah, Iran

Alireza Khatony

6 Social Development and Health Promotion Research Center, Kermanshah University of Medical Sciences, Kermanshah, Iran

Learning style is a factor influencing academic achievement. There are contradictory results in studies on the relationship between learning styles and academic achievement. The current study aimed at investigating the relationship between learning styles and academic achievement in dental students.

In the current descriptive-analytical study, 184 dental students were selected by simple random sampling. The VARK questionnaire was used as the data collection tool. The grade point average (GPA) of previous semester was used as an indicator of academic achievement, and accordingly, students were divided into two groups of strong (GPA ≥15) and weak (GPA ≤14.99).

The most common learning styles in strong students were unimodal (n = 55, 42%) and bimodal (n = 41, 31.3%), while they were unimodal (n = 28, 47.2%) and bimodal (n = 24, 45.3%) in the weak students. There was no significant relationship between learning styles and academic achievement in the two groups of strong and weak students.

No significant relationship was found between learning style and academic achievement. Further studies with larger sample sizes are recommended. Further studies with larger sample sizes are recommended.

Introduction

Academic achievement is one of the most important parameters used to predict the future academic status of learners. 1 Learning styles are of the factors influencing academic achievement. 2 The learning style is defined as a combination of cognitive, emotional, and physiological traits that show how the learner perceives and responds to the learning environment. 3 Understanding learning style of learners can be effective in organizing and modifying the learning environment and teaching and learning process. 4 Each student has his/her own learning style. 5 There are several methods to measure learning styles and the VARK questionnaire developed by Fleming and Mills (1992) is the most widely used one. According to this questionnaire, learning styles comprises visual (V), aural (A), reading/writing (R), and kinesthetic (K) models. 6 Visual learners learn through watching videos, images, and figures. Aural learners learn through listening to lectures; reading-writing learners through reading texts and writing notes on them, and kinesthetic learners through touch and manipulation of objects. 6 , 7 According to the VARK model, one may apply multiple learning styles. 4 Various studies investigated the relationship between learning styles and academic achievement in students of different disciplines. In some of these studies, a significant relationship was found between learning style and academic achievement, 8 – 12 while in some others, no significant relationship reported. 13 , 14 The current study was designed and conducted in light of the importance of knowledge of teachers about learners’ learning styles, and contradictory results of different studies on the relationship between learning styles and academic achievement. The present study aimed at determining the relationship between type and number of learning styles based on the VARK model and academic achievement in dental students of Kermanshah University of Medical Sciences (KUMS).

Materials and Methods

Study design.

The current cross-sectional, descriptive-analytical study was performed on dental students.

Study Questions

We sought to answer the following questions: 1) What is the academic status of dental students?, 2) What is the frequency of learning styles among dental students?, and 3) What is the relationship between academic achievement and learning style in dental students?

Sample and Sampling Method

The study population included dental students of KUMS. The Cochran formula was used to determine the sample size; with a confidence of 95%, the sample size was 184. Inclusion criteria were willingness to participate in the study and studying in third semester and higher. Simple random sampling was used in the current study.

Measurement Instrument

Data collection tools included a demographic information sheet and the VARK questionnaire. The demographic information sheet included four items on age, gender, marital status, and the grade point average (GPA) of the two latter semesters. The VARK questionnaire is a standard tool, 15 which its validity and reliability were assessed and confirmed in a study by Zhu (2018). 16 The Persian version of the VARK questionnaire was psychometrically assessed by Mehdipour et al, (2018) in Iran. 17

The VARK questionnaire consists of 16 multiple-choice items and can be used to identify four types of learning styles. Each item is related to a particular style. The respondents should choose the options according to their preferences, and if one choice does not reflect the whole view, they can choose more options and leave items not happened yet. Higher scores in each learning style indicate the respondents’ greater desire for that style. If an individual gets equal scores in two or more styles, his/her learning style is considered “multimodal”. Total score in each item ranges from zero to 16. The GPA of the last two semesters was used to determine academic status. The students were divided into two groups of strong (GPA ≥15) and weak (GPA ≤14.99) based on their GPA.

Data Collection

First, the list of students studying in the third semester and above was taken from the Department of Education at the Faculty of Dentistry, and numbered. Then, using random number table, 184 students entered the study and the ones who agreed to participate, received a questionnaire.

Data Analysis

Data were analyzed by the SPSS v.18.0 software using descriptive and inferential statistics. First, the Kolmogorov–Smirnov test, showing abnormal distribution of GAP and learning style variables, was performed. Chi-Squared test was also utilized to determine the relationship between academic achievement and learning styles. The significance level was considered less than 0.05.

Ethical Considerations

The Ethics Committee of the University approved the study with the code: KUMS.REC.2017.627. Written informed consent was obtained from all students and they were assured of the confidentiality of their information.

According to the obtained results, most subjects were female (58.7%, n = 108) and single (63%, n = 116). Their mean age was 24±30 years. In the group of strong students, majority of the subjects were within the age range of 21–23 years, but in the weak students group, 24–27 years was the most frequent age group (41.5%, n = 22) ( Table 1 ).

Demographic Characteristics of Study Subjects (n=184)

Results showed that the majority of students (n = 131, 71%) were in the strong group. In addition, reading-writing (n = 87.66.4%) and kinesthetic (n = 22, 16.8%) were the most and least frequent learning styles, respectively, in the strong group. Also, in the weak students group, the reading-writing and kinesthetic learning styles had the highest (n = 30, 56.6%) and lowest (n = 7, 13.2%) frequencies, respectively. Regarding the learning style used, no significant difference was found between strong and weak students ( Table 2 ). In terms of the number of learning styles used by the strong students, the results showed that 42% (n = 55) of the subjects were unimodal and about one-third bimodal (n = 41, 31.3%). In the weak students group, the majority of subjects were unimodal (n = 28, 47.2%) and bimodal (n = 24, 45.3%). There was no significant difference in the number of learning styles used between the strong and weak student groups ( Table 3 ).

Relationship Between Types of Learning Styles and Academic Achievement in Study Subjects

Notes: *Grade Point Average. **Non-significant.

Relationship Between Number of Learning Styles and Academic Achievement Among Study Subjects

The current cross-sectional study aimed at determining the relationship between the type of learning style used and academic achievement in dental students. Findings showed that reading/writing style had the highest frequency in both groups of strong and weak students. In a study (2016) on the learning style of dental students in Saudi Arabia, kinesthetic (35.1%) and aura (35.1%) were the most common learning styles used. 6 Results of a study (2018) in Saudi Arabia on dental students showed that the most commonly used learning styles were aural and kinesthetic. 18 In a study in the USA on anatomy students (2018), the most common learning style was kinesthetic. 19 The results of the study by Habibpour et al (2016), in Iran on medical students showed that the most common learning style used was reading-writing. The results of the aforementioned studies show that students have various learning styles. The predominance of some particular learning styles in students can be related to their field of study, teaching methods, learning experiences, curriculum content, and volume of course content. Therefore, it is suggested that teachers pay more attention to the differences in learning styles among students when preparing the lesson plan.

In the current study, 42% of strong students and 47.2% of their weak peers were unimodal and in fact had a predominant learning style. The result was similar to those of the study by Zamani and Kaboodi (2017) on Iranian students, and Siddiqi et al (2012) and Haq et al (2012) in Pakistan. 3 But in studies by Moshabab (2016) and Al-Saud (2013) in Saudi Arabia, Murphy et al (2004) in the USA, and Tantawi (2009) in Egypt, the predominant learning style of most dental students was multimodal, 6 , 20 – 22 which is not in line with the result of the current study. The reasons for inconsistency between the results of the current study and the aforementioned studies may be differences in personal characteristics of the studied subjects and the teaching method of lecturers in the colleges.

The results showed no significant relationship between learning style and academic achievement. Almigbal et al (2015) in Saudi Arabia, Dobson et al (2010) and Dobson et al (2009) in the USA (2014), Urva et al in India (2014), and Mlambo et al (2011) in Jamaica also did not find a significant relationship between learning style and academic achievement, 13 , 23 – 26 but Samarakoon et al (2013) in Sri Lanka, and Habibpour et al (2016) and Panahi et al (2012) in Iran reported a significant relationship between learning style and academic achievement in students. 27 – 29 The relationship between learning style and academic achievement may vary in different situations. Choosing a teaching method based on the students’ learning style can increase the students’ interest in lessons and encourage their participation in the classroom, which can influence their academic achievement.

The present study also had some limitations. Since the current study had a cross-sectional design, it was not possible to investigate the likelihood of a cause-and-effect relationship between learning style and academic achievement. The self-report method used to collect data in the current study might affect the accuracy of the results. The individuality of learning style used can also influence the generalizability of the results. Since students from third vs last grade may present differences due to acquired experience and maturity, the results might be affected when comparing students from different grades.

The most common learning style in strong and weak students was the reading-writing model. Most of the strong and weak students were unimodal and, in fact, had the same learning style preferences. No significant relationship was found between type and number of learning styles and academic achievement. Further studies with larger sample sizes are recommended in other dental schools.

Acknowledgments

This article was drawn from a research project (No 95563) sponsored by deputy of research and technology of Kermanshah University of Medical Sciences. We would like to express our sincere gratitude to all the students who participated in this research. We highly appreciate the Clinical Research Development Center of Imam Reza Hospital for their wise advices.

Funding Statement

This study was drawn from a research project (No 95563) sponsored by deputy of research and technology of Kermanshah University of Medical Sciences.

The authors report no conflicts of interest in this work.

Mastering Learning Styles: An In-depth Guide to the VARK Model

In this comprehensive guide, we delve into the VARK model of learning, dissecting its various components and implications. We explore its roots, dive deep into each learning style, and provide valuable insights on applying this model in diverse scenarios.

Key takeaways:

• The VARK model recognizes four primary learning styles: Visual, Auditory, Reading/Writing, and Kinesthetic.
• Identifying your VARK style can significantly optimize your learning process.
• The VARK model is applicable across various scenarios, including academics, professional settings, and personal development.
• The VARK model, while a powerful tool, is not without limitations and criticisms.
• Practical steps on identifying your VARK style and maximizing your learning potential.

Table of contents

Introduction, what is learning, different learning styles: an overview, deep dive into the vark model, detailed analysis of the vark learning styles, how to identify your vark learning style, appsembler: enhancing vark learning experiences, how to apply the vark model in different scenarios, criticisms and limitations of the vark model, frequently asked questions.

In an era defined by digital transformation, the importance of effective learning systems cannot be overstated. Unleashing the power of Learning Management Systems (LMS) represents an integral step towards realizing the potential of customized educational experiences. Equipped with the ability to cater to individual learning styles, the LMS transcends traditional boundaries of education, providing a pathway to personalized, impactful learning.

Understanding different learning styles, from the traditional visual and auditory approaches to the more kinesthetic methods, becomes vital in creating an effective LMS. Each learner is unique, absorbing and processing information in a manner that’s specific to them. Tailoring the learning environment to suit these diverse styles is a crucial aspect of education, enhancing the learning curve and resulting in better knowledge retention.

Enter the VARK model – an innovative approach to understanding these diverse learning styles. An acronym for Visual, Auditory, Reading/Writing, and Kinesthetic, the VARK model offers an insightful perspective on learner diversity. It serves as a roadmap for educators and LMS developers alike, assisting in the creation of systems that cater to the unique learning preferences of each individual.

Through the lens of the VARK model, an LMS can transform from a standard educational tool into a dynamic learning environment that respects the diversity of its users. Let’s embark on a journey to understand how this transformation takes place and the role that the VARK model plays in optimizing learning experiences in a digitally-driven world.

At its core, learning is the process of absorbing, comprehending, and applying information to forge new understandings and skill sets. In a broader sense, it’s the continuous journey of personal and professional growth that prepares individuals to navigate the world efficiently.

In the context of a Learning Management System (LMS), a nuanced understanding of learning becomes pivotal. This understanding cultivates the foundation upon which LMS are built, driving their efficacy and influence. Effective learning isn’t merely about retaining facts. It transcends into the realm of practical applications, problem-solving capabilities, and evolving thought processes.

An LMS, equipped with insights from models such as VARK, fosters this higher level of learning, creating environments that are not just repositories of information but incubators for innovation and growth. Thus, learning, in its essence, becomes a dynamic interaction between individuals and systems, leading to the creation of more engaging and efficient educational experiences.

As we delve deeper into the dynamics of a Learning Management System (LMS), it becomes essential to unpack the myriad learning styles it supports. Each style, unique in its approach, reflects the diversity of human cognition and provides the cornerstone for designing a truly inclusive and personalized LMS.

The first learning model to consider is the traditional auditory model, where learners assimilate information most effectively through listening. These individuals thrive in lecture-based environments, absorbing spoken content with dexterity.

Next up is the visual learning model, an approach where information is best comprehended when presented in diagrams, charts, or any graphical representation. Visual learners are adept at recognizing patterns and interpreting visual data.

The third model is the read/write style of learning, where learners prefer information in textual format. They engage deeply with written content, extracting knowledge from books, articles, and essays.

Lastly, the kinesthetic model is for learners who grasp concepts best when physically engaged with the learning process. They benefit from hands-on experiences, demonstrations, and practical applications of knowledge.

By harnessing these distinctive learning styles, an LMS can provide a fertile ground for all learners to thrive. This is where the VARK model comes into play, offering valuable insights to shape a learner-centric LMS.

The VARK model serves as a beacon in the realm of educational methodologies, guiding the construction of efficient and adaptable Learning Management Systems (LMS). Originating from the ingenuity of Neil Fleming in the late 1980s, the VARK model is the culmination of rigorous research in understanding how humans learn differently.

VARK, an acronym for Visual, Auditory, Reading/Writing, and Kinesthetic, identifies the four primary types of learners. Each letter signifies a distinct style of learning, creating a comprehensive framework for understanding and accommodating diverse learning patterns.

Visual learners, as the name suggests, grasp information best when it’s presented in a visual form such as graphs, diagrams, or charts. They excel in interpreting visual data, making connections, and discerning patterns.

Auditory learners flourish in environments where information is communicated orally. These learners adeptly understand and retain spoken content, from lectures to audiobooks and verbal instructions.

Reading/Writing learners show a pronounced inclination towards text-based information. Whether it’s scholarly articles, textbooks, or written instructions, these learners engage deeply with written words.

Kinesthetic learners, the last type defined by the VARK model, thrive on practical experience. They learn most effectively by doing, moving, and interacting physically with their learning environment.

The VARK model holds paramount importance in education, particularly in the design and deployment of LMS. It provides valuable insights into crafting tailored educational experiences, which cater to the individual learning styles of users. By leveraging the VARK model, an LMS can transform from a one-size-fits-all platform into a customized learning environment that mirrors the unique learning preferences of its users.

From curriculum designers to LMS developers, understanding and applying the VARK model is key to fostering an inclusive and engaging learning ecosystem. It assists educators in presenting information in various formats, thereby facilitating comprehensive learning experiences that appeal to all types of learners. In a digital age characterized by an abundance of information and diversity of users, the VARK model offers a pathway towards a more personalized, efficient, and impactful learning journey.

The VARK model is the gateway to understanding the myriad ways learners assimilate information. With an effective Learning Management System (LMS), one that respects and accommodates these diverse styles, the learning process becomes a vibrant, customized journey. Let’s delve deeper into each of these styles to truly comprehend their unique characteristics and techniques.

Visual Learning Style

Visual learners think in pictures. They prefer to view information in a graphical format, using imagery to interpret, understand, and retain data. Charts, diagrams, infographics, and mind maps often prove invaluable for these learners. They can quickly identify patterns, connections, and details that may elude others. By incorporating more visual elements, an LMS becomes a haven for visual learners, enabling them to engage with content in their preferred mode.

Auditory Learning Style

Auditory learners are masters of the spoken word. They are able to listen, comprehend, and retain information with high efficiency. Listening to lectures, participating in discussions, and engaging with audio books or podcasts are common techniques for auditory learning . An LMS can optimize for auditory learners by providing quality audio content, interactive discussions, and perhaps even integrating with podcast platforms or other audio resources.

Reading/Writing Learning Style

Reading/Writing learners thrive on textual content. They interact deeply with written words, using text as their primary tool for comprehension and retention. Taking notes, reading textbooks, writing essays, and even rewriting notes are some techniques these learners use. In a well-designed LMS, there should be a wealth of textual content available, and tools for note-taking, essay writing, and text-based discussion can make the platform highly engaging for these learners.

Kinesthetic Learning Style

Kinesthetic learners learn by doing. They need to physically engage with the material, be it through experiments, simulations, or role-playing. Practical application and tactile engagement is key for these learners . An LMS that includes interactive simulations, virtual labs, and hands-on assignments can be an excellent learning environment for kinesthetic learners.

In sum, the VARK model offers a multi-faceted lens through which we can view learning styles. By understanding and catering to these styles, an LMS transcends from a mere information delivery system to a vibrant learning environment. It becomes a conduit for tailored learning experiences, fostering growth, engagement, and satisfaction among its diverse users. Embracing the VARK model, thus, isn’t just a pedagogical choice; it’s a commitment to creating a holistic, inclusive, and dynamic learning ecosystem.

Identifying your unique VARK learning style is akin to acquiring a compass in the vast landscape of education. It directs you towards your most effective learning pathways, enhancing comprehension, engagement, and retention. But how can you determine your specific learning style?

The journey begins with introspection. Reflect on the ways in which you naturally gravitate towards receiving and processing information. Do you find it easier to understand concepts when they’re explained in a visual format? Perhaps you prefer reading text, or maybe you learn best when you’re physically involved in the process. These preferences provide valuable clues to your predominant learning style.

However, for a more objective analysis, taking a VARK questionnaire can be highly beneficial. These questionnaires are designed to gauge your learning preferences through a series of situational questions. By analyzing your responses, you can determine whether you’re a visual, auditory, read/write, or kinesthetic learner.

Knowing your VARK learning style can have a profound impact on your educational journey. It equips you with the knowledge to tailor your study methods, aligning them with how you naturally learn best. This personalized approach boosts comprehension, increases retention, and makes learning a more enjoyable experience.

Furthermore, being aware of your learning style empowers you to communicate your learning preferences effectively. Whether you’re interacting with instructors, peers, or even a Learning Management System, this understanding can help optimize your learning environment.

In conclusion, identifying your VARK learning style is not just an exercise in self-awareness. It’s a strategic move towards personalizing your learning experience, maximizing your potential, and truly making the most of the educational opportunities at your disposal.

At the intersection of technological innovation and pedagogical research lies Appsembler, a leading Learning Management System . The platform excels in creating personalized learning environments, which truly resonate with the principles of the VARK model.

Appsembler, acutely aware of the diverse learning styles, leverages its robust platform to cater to each style . For visual learners, the platform supports the integration of a rich variety of visual content, including diagrams, infographics, and video material. Auditory learners benefit from its audio content features, while the abundance of text-based resources cater to reading/writing learners. Lastly, for kinesthetic learners, the platform includes interactive tasks, simulations, and practical projects that fuel their hands-on learning needs.

Moreover, Appsembler extends its commitment to VARK principles by aiding users in identifying their unique learning styles. It offers a suite of tools designed to glean insights from learners’ interactions with the platform. These insights help pinpoint the type of content and tasks with which users engage most effectively, suggesting their probable VARK learning styles.

Armed with these insights, Appsembler helps optimize the learning experience. It encourages users to leverage content that aligns with their identified learning styles, creating a more personalized and efficient educational journey.

By seamlessly blending the VARK model with its platform’s capabilities, Appsembler exemplifies how technology can enhance learning experiences . It affirms that with the right tools and insights, education can become a truly personalized and engaging endeavor.

The VARK model isn’t confined to classrooms or Learning Management Systems. Its value extends into every scenario where learning occurs. Whether it’s academic, professional, or personal development settings, the VARK model offers a powerful framework for enhancing learning experiences.

In academic settings, the VARK model provides a roadmap for individualized learning. Educators, aware of students’ varied learning styles, can design lessons that cater to each style. By incorporating visual aids, audio content, text-based materials, and hands-on tasks, they can ensure the content resonates with every student. Likewise, students, empowered with the knowledge of their learning styles, can tailor their study methods for optimal comprehension and retention.

Professional settings, too, can gain significantly from the VARK model. In the context of training and development, understanding employees’ learning styles enables the creation of effective training programs. For instance, visual learners may benefit more from graphic-rich presentations, while kinesthetic learners may thrive in interactive workshops. By applying the VARK model, companies can improve the effectiveness of their training , leading to enhanced performance and productivity.

For personal development, the VARK model is a tool for self-directed learning. It assists individuals in identifying their preferred learning styles and tailoring their learning strategies accordingly. Whether it’s learning a new language, a musical instrument, or a tech skill, aligning the learning process with one’s VARK style can make the journey more enjoyable and successful.

In essence, the VARK model serves as a bridge, connecting learners with the methods that work best for them. It brings awareness to the diversity of learning styles and promotes an inclusive, efficient, and engaging approach to education in all its forms.

The VARK model, while an impactful tool in understanding learning preferences, is not without its criticisms and limitations. A prominent criticism lies in its oversimplified categorization of learners into four distinct types. Learning is a complex process and may not be fully captured by a four-category model. It’s possible that individuals exhibit tendencies of more than one learning style, or their preferences change based on context or content.

Additionally, some argue that tailoring instruction to individual learning styles may not necessarily lead to improved learning outcomes. It’s important to remember that the VARK model is about preference, not ability. A preference for visual learning does not imply an inability to learn through auditory or kinesthetic methods.

As for misconceptions, it’s vital to remember that the VARK model is a tool for understanding learning preferences, not a rigid instructional guide. It should not be used to pigeonhole learners into a single style, but rather as a way to diversify instruction and respect the diverse ways learners engage with content.

Despite these criticisms, the VARK model offers valuable insights into learning preferences. Its application can encourage more inclusive, diversified, and learner-centered environments, promoting an engaging and effective learning experience.

The VARK model unravels the intricacies of individual learning preferences, spotlighting the importance of a personalized approach in education. From academics to professional training and personal development, it has demonstrated its transformative potential. Although not without limitations, the model acts as a catalyst for creating diversified, inclusive learning environments.

Platforms like Appsembler elevate this approach, offering tools to both identify and optimize these learning styles in a digital environment. It empowers learners and educators alike to align their efforts with individual learning preferences, driving engagement and effectiveness.

In conclusion, embrace the VARK model’s insights. Discover your unique learning style and use it to optimize your educational journey. Remember, learning is not a one-size-fits-all process, but a personalized journey that evolves with you.

The VARK model is a framework for understanding an individual’s learning style. The acronym VARK stands for Visual, Auditory, Reading/Writing, and Kinesthetic, representing the four different types of learning preferences.

The VARK model impacts learning by highlighting the importance of individual learning preferences. By understanding a learner’s VARK style, educators can tailor their instruction methods and content, while learners can optimize their study strategies for improved comprehension and retention.

The role of the VARK model in education is to provide a roadmap for individualized learning. It helps educators design lessons that cater to different learning styles and helps students tailor their study methods for more effective learning.

Appsembler, a Learning Management System, aligns perfectly with the VARK model principles. It offers a suite of tools to cater to different VARK learning styles and helps users identify their preferred learning style for a more personalized and efficient educational journey.

Criticisms of the VARK model include its oversimplified categorization of learners into four distinct types. Some argue that it does not fully capture the complexity of learning, as individuals may exhibit tendencies of more than one learning style, or their preferences may change based on context or content.

You can identify your VARK learning style through a self-assessment process, where you reflect on the methods in which you best understand and retain information. Tools like Appsembler can also assist in this process by analyzing your interactions with different types of content.

You can apply the VARK model to your personal learning by identifying your preferred learning style and tailoring your study strategies accordingly. For instance, if you’re a visual learner, try to incorporate more visual aids like diagrams or charts in your study materials.

Yes, there are limitations to the VARK model. It does not account for the complexity of learning and the possibility that learners can exhibit tendencies of multiple styles or that preferences can change based on context or content. Also, a preference for a certain learning style does not imply an inability to learn through other methods.

Appsembler plays a significant role in enhancing VARK learning experiences by offering a rich variety of content that suits different learning styles and providing tools to identify and optimize these learning styles, thereby ensuring a more personalized and efficient educational journey.

In professional settings, you can apply the VARK model in training and development programs. Understanding employees’ learning styles enables the creation of effective training programs that cater to each style, thereby improving the effectiveness of training and productivity.

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The VARK Model: Your Complete Guide to Learning Styles

• May 22, 2024
• Learning Theory

Do learners perform better when their material aligns with their preferred learning styles? This question lies at the core of the VARK model, a widely recognised framework for understanding learning preferences.

The idea that learners perform best when instructional methods align with their self-reported learning styles gained traction in the 1970s and 80s. However, while the concept remains influential, the science behind it is hotly debated.

Whilst the VARK model’s effectiveness in directly boosting achievement is contested, it can still offer valuable insights for learning professionals. This is especially true if you understand the limitations of the model.

Indeed, its creator Neil Fleming suggested that VARK was a ‘catalyst for reflection’, not a rigid set of categories. As Fleming himself puts it , “students and teachers need a starting place for thinking about, and understanding, how they learn.”

This article explores the ongoing debate around learning styles, the strengths and weaknesses of the VARK model, and its relevance to learning professionals. Visual, auditory, read/write, and kinesthetic learners — you’re all welcome to proceed!

What is the VARK Model?

The VARK model is a theory about learning styles developed by Neil Fleming in 1987. It suggests that learners have preferences for how they take in and process information . Few would argue with that. The controversial part of the theory is the suggestion that catering to these preferences can improve learning outcomes . 

Fleming spent 9-years as a senior inspector in the New Zealand school system. During this time, he observed over 8,000 lessons . He noticed that some highly-regarded teachers struggled to connect with students. On the other hand, less-established educators occasionally seemed to have more success. 

Naturally enough, Fleming sought to understand these differences. This curiosity fueled his decision to delve deeper into learning styles upon joining the faculty at Lincoln University. 

The Origin of The VARK Model

This was not a completely original idea. Educational psychologists were playing with the concept of learning styles back in the 1920s. Honey & Mumford created a learning styles inventory in 1982. David Kolb followed up with another influential model in 1984. 

But it was the VAK model , developed by Walter Burke Barbe in the late 1970s that laid the groundwork for Fleming’s approach. This model identified three primary learning modalities: visual , auditory and kinesthetic . 

Fleming’s innovation was in splitting the visual dimension (the ‘V’ in VAK) into two parts: visual and read/write. With this, the VARK model was born. 

Aiming for a practical tool, Fleming developed the VARK questionnaire, a self-assessment survey for learners to identify their preferred learning style. You can view the current version of the survey here . With that said, let’s dive into the categories themselves.

The VARK Categories

As you may have guessed, VARK is an acronym which stands for visual, auditory, read/write and kinesthetic. For our purposes, we’ll be writing about each learning modality as if they actually exist, before exploring their validity later in this article. 

1. Visual Learners (V)

Visual learners excel at processing information they can see and interpret. This means they thrive on charts, diagrams, graphs, pictures, flowcharts and demonstrations. Video is a particularly effective way of getting through to them.

Typically, visual learners have great spatial awareness and can easily remember details from images or illustrations.

They’re good at interpreting visual data and following step-by-step instructions (provided they are accompanied by images).

Lengthy text-based explanations or lectures without visual aids can pose a challenge for visual learners. They may struggle to stay engaged and retain information if they lack the visual stimulation they crave.

2. Auditory Learners (A)

Auditory learners learn best by hearing information presented verbally. They’re the ones who actively participate in class discussions and soak up knowledge through lectures and presentations. They also benefit from group work, podcasts and audiobooks. 

Typically, these learners have strong memories for spoken information and excel at following instructions or learning through storytelling . They are often happy to participate in discussions and tend to be good communicators. 

Like visual learners, auditory learners are likely to struggle with lengthy written materials. They’ll find it challenging to concentrate in noisy environments, and may choose not to participate in hands-on activities. 

3. Read/Write Learners (R)

Read/write learners thrive on information presented in text format. This includes textbooks, articles, written instructions and notes. Fleming introduced this category to capture a separate preference from visual learning. 

As you might expect, these learners have excellent reading comprehension and written communication skills. They’re great note-takers and can effectively organise information through their writing.

That said, they may struggle with lectures, presentations and demonstrations that lack clear structure.

To help overcome this challenge, you should consider producing written handouts or follow-up documents.

4. Kinesthetic Learners (K)

This brings us to our last learning style. Kinesthetic learners excel at learning through movement and by getting hands-on . They thrive on activities, experiments, simulations, demonstrations, and role-playing scenarios .

Kinesthetic learners often have excellent hand-eye coordination and spatial awareness.

They’re ‘doers’ and active participants, so tend to retain information best when physical engagement is required. 

On the other hand, they may find it difficult to stay focused in environments that require long periods of sitting still. With this in mind, traditional lectures or lengthy written materials are likely to present a real challenge. 

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Multimodal learners.

Of course, not all learners can be neatly categorised with a single preference. Multimodal learners are those who prefer to use two or more of the VARK modalities. These learners find it easier to switch between modalities, depending on what they are working on.

For instance, if you’re a multimodal learner viewing a lecture, you may be able to both listen effectively (A) and take very good notes (R). As a result, multimodal learners are the most adaptable students and often develop well-rounded cognitive skills. 

The VARK Model in Practice

To help you understand these categories better, consider the following analogy. Imagine you’ve been tasked with learning a new recipe. Learners in different categories are likely to approach this task in different ways. 

• Visual learners would require clear pictures, diagrams or even a video to follow.
• Auditory learners could be talked through each individual step.
• Read/write learners would read through the instructions carefully.
• Kinesthetic learners would jump right in and get their hands dirty. 
• And Multimodal learners would try a combination of different strategies.

The Distribution of Learning Preferences

With over a million learners having completed the VARK questionnaire, it has become a significant source of data on self-reported learning preferences. Let’s delve into the questionnaire results, starting with the distribution of learning style preferences.

• Visual Preference: 1.9% 
• Aural Preference: 5.7%
• Read/write Preference: 3.3%
• Kinesthetic Preference: 23.2%
• Multimodal Preference: 66%

The data reveals some interesting trends. Kinesthetic learners appear to be the most common single preference, whilst visual learners are a rare breed. This aligns with the 70:20:10 model , which suggests that the majority of learning happens through experience. 

However, the most popular category (by far) seems to be learners with a multimodal preference. Of these multimodal learners, 20.1% have a preference for two styles, 15% have a preference for three styles and 31% have a preference for four styles. 

In other words, despite the VARK model’s best attempts, the majority of learners cannot be neatly categorised. Indeed, there are more learners that have a preference for all four styles (31%) than there are those with the most popular single preference (23.2%). 

When learners were asked if their learning style matched their own perception of how they learn, 72% said that it did. What’s more, 80% of survey respondents said that they expected VARK to be helpful for their learning.

The Limitations of The VARK Model

As with other learning style models , VARK has some serious limitations. It’s important that you are aware of these considerations, so that you are able to make informed decisions about your learning programme .

• Limited Evidence: Here’s a key point to remember. Learning style models are not research-backed. There is no definitive evidence that matching teaching methods to a learner’s reported style significantly boosts learning. Preferences alone don’t ensure better outcomes. 
• Oversimplification: The VARK model categorises learners into four different styles (visual, auditory, read/write and kinesthetic). However, as we’ve seen, most learners have a blend of preferred styles. What’s more, their preference is likely to vary depending on the subject matter they’re tackling.
• Self-Reporting: Self-knowledge is difficult. As a result, we may not always be fully aware of our most effective learning style and how this preference shifts over time. This is an issue, as the VARK questionnaire relies on self-assessment. If we get it wrong, we’re stuck with the results.
• Implementation Challenges: Catering to four distinct learning styles can be resource-intensive and challenging to implement in practice. Whilst the VARK model suggests incorporating diverse teaching methods, it doesn’t provide specific guidance on how to tailor instruction to each style .
• Style Over Substance: Focusing on learning styles sometimes overshadows the importance of effective learning design principles . Research-based strategies like spaced repetition , retrieval practice and self-explanation demonstrably improve outcomes. Focus on what’s proven, rather than what’s popular.

What Does The Research Say?

Unfortunately, there is very little evidence to support learning style models. Indeed, according to the Education Endowment Foundation , the ‘security of the evidence around learning styles is rated as extremely low’. Ouch. Here’s what the studies tells us:

• According to this 2017 study of Malaysian students, there is no meaningful connection between learning styles and academic performance.
• Furthermore, this 2020 study of dental students shows ‘no significant relationship between learning styles and academic achievement’.
• And whilst this 2023 study suggests that learning styles ‘may’ be related to academic performance, it also notes that ‘this relationship is complex and influenced by various factors’. 

Despite the lack of supporting research, the VARK model’s popularity among educators is striking. In fact, nearly 90% of instructors believe in learning style models like VARK. 

Perhaps this is because the model holds some intuitive appeal. It seems natural enough to suggest that tailoring instruction in line with our preferences is likely to result in higher levels of active engagement and better overall outcomes. 

However, having a preference tells us nothing about the quality of any associated acts. We may prefer lounging on the couch to going for a jog, but that doesn’t mean it’s good for us. Likewise, enjoying a detective novel doesn’t guarantee success in real-life detective work.

Similarly, preferring to learn visually (through charts and diagrams) doesn’t guarantee that this method will lead to the best understanding of a complex topic. After all, effective learning often involves exposure to a variety of learning methods. 

As Fleming himself puts it: “I sometimes believe that students and teachers invest more belief in VARK than it warrants… You can like something, but be good at it or not good at it… VARK tells you about how you like to communicate. It tells you nothing about the quality of that communication.”

Applications for Learning Professionals

While research on the VARK model’s direct impact on learning outcomes is inconclusive, dismissing the concept of learning styles altogether would be shortsighted. Here’s why you should still take care to understand your learners’ preferences:

• Understanding Metacognition: The VARK model is a valuable tool for sparking discussions about learner preferences. This process of self-reflection (often referred to as metacognition) can help us to identify strengths, weaknesses, and opportunities for improvement. 
• Addressing Different Needs: Even if the model doesn’t categorise learners perfectly, it does highlight the importance of using a variety of instructional methods. This can help you to cater to the diverse needs and preferences of your learners. Variety really is the spice of life.
• Driving Engagement: Creating a variety of learning experiences gives your learners more opportunities to engage. This is particularly true if you take care to incorporate compelling visuals, activities, and discussions. Why not gamify each experience as well?

Just remember, while the VARK model can be a useful starting point, you also have other factors to consider. This includes student strengths (beyond their self-reported styles), their prior knowledge and your specific learning objectives . 

Effective learning will always hinge on well-designed content, clear explanations and engaging activities, regardless of learning style. Focus on research-supported instructional approaches and success is sure to follow. 

Final Words

The concept of learning styles has a complex reputation. Some learning professionals find it an intuitive framework for understanding learner preferences, while others see it as a learning myth that shifts focus away from more effective techniques. 

As the most recognisable representative of the learning styles concept, the VARK model sits at the centre of this debate. However, despite its limitations, there’s no doubt that it has sparked valuable discussions about learner preferences. 

Whilst you should ultimately focus on evidence-based strategies, understanding these preferences is a useful starting point. Challenging your learners to reflect on their preferences can even improve their metacognitive abilities. 

So, the next time somebody declares themselves to be a visual learner, you’ll know the truth of what that means and the limitations that come with it. Now it’s up to you to use this knowledge to guide your learners to unlock their full potential.

Thank you for reading. VARK is just one of many models that learning professionals should be aware of. Get the full breakdown in our bumper guidebook, ‘ The Learning Theories & Models You Need to Know ‘. Download it now!

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07 April 2021

4 Different Learning Styles: The VARK Theory

Want to become a more effective learner? Discover VARK theory - the 4 different learning styles that explain how we process and understand new information.

by Katie Broadbent · 12 min read

Over the past century, much interest in the subject of Psychology has been around education. Understanding the different learning styles and being able to better identify how people can learn best has been at the forefront of research, with many theorists projecting their ideas. 

One of the most prominent was developed by Neil Fleming in 1987. Named the VARK model of learning, Fleming theorised that we are all one of four main types of learners: visual, auditory, reading/writing, and kinaesthetic. 

Understanding our brain’s psychology and how we best process information is one of the most crucial building blocks for educational success. Not only does it make day-to-day learning easier, you’ll also find the time you spend revising is far more effective and rewarding.

Outside of the classroom, VARK learning styles can also be used to explain the behaviours of your relatives and friends, helping you to better understand those around you and make more effective decision-making.

In this guide, we’re going to take a look at the four different VARK learning styles, discover how to assess what type of learner you are, as well as how you can use your learning style to benefit your online classes. 

The VARK learning styles

Although educators have known for centuries that students have their own individual learning styles, it wasn’t until the 1970s and 1980s that these began to be systematically recognised and understood. In 1987, educational theorist Neil Fleming set out to help students and teachers adapt their practices to better help them retain new information. And so, he created the VARK learning styles . 

The acronym “VARK” stands for V isual, A ural, R ead, and K inaesthetic - and refers to the different learning styles we as humans have when learning new information. Individuals are identified by the style they identify with the most when learning. 

What are the 4 types of learning styles?

Fleming categorised learning into 4 different types of learning styles. These are: V isual, A ural, R ead/Write, and K inaesthetic. Let’s learn more about them in detail:

1. Visual Learners

Do you find yourself drawing pictures of chemical bonds as you study for an exam? Do you sometimes find yourself distracted in class, but are extra-attentive when watching videos or demonstrations? If so, then you may be a visual learner. 

As the name suggests, visual learners understand and retain information best by seeing . They would prefer to see information presented in a visually appealing way, rather than in a written format. Individuals that learn in this way tend to pay close attention to detail and body language, and often imagine situations in their mind to help them process the information better. 

In terms of learning, graphic displays are most effective for visual learners. Some of these include: 

Charts, illustrations, graphs and diagrams

Animated videos, documentaries, and other learning shows

Paper hand-outs with lots of images

Demonstrations

Colour-coded notes, incorporated with plenty of white space

2. Aural Learners

Do you have that one friend that remembers everyone’s names and birthdays? Or who can recite every snippet of conversation they’ve had with someone and relay it back to you?

Aural - or auditory - learners tend to learn information best by hearing it. Rather than getting actively involved in class or writing out notes, they prefer to listen to others present the information and then are usually able to recite that back to them.

This is usually through the format of conversation, but can also include recordings and music. Some learners also find that reading information out loud to themselves can help them recall it better. 

Because of the need for auditory learners to listen intently to lectures or information, it’s vital that they are able to study in a quiet environment, away from distractions and any other noises which could distract or disrupt their learning.

However, once they’ve found the peace and quiet to study, some of the best ways to study which benefit aural learners include:

Lectures or large classroom environments, where tutors present information

Transcribing handwritten notes into recordings

Listening to podcasts, audio books or class recordings 

Personal, one-on-one tutoring where new information can be talked through

Using mnemonics, listening to or creating songs about new content

3. Reading (and Writing) Learners

We’ve all had note-envy; those students who have beautifully hand-written, colour-coded notes that have been divided perfectly topic-by-topic. And it’s because they tend to benefit most from reading and writing about new information. 

Those with a preference for reading and writing learning styles tend to take in new information best when it’s displayed as words and text. They’ll often produce lists, read definitions, and enjoy summarising information in ways that best make sense to them.

In this way, reading and writing learners tend to understand and memorise new information best by:

Reading textbooks and summarising with notes

Writing notes in class and highlighting important details

Creating presentations

Studying alone, avoiding all distractions

Story-writing and getting creative with their notes

4. Kinaesthetic Learners

Finally, the fourth VARK learning style refers to kinaesthetic (or tactile) learners. That is, individuals who learn best by practically touching and doing things. 

Hands-on experience is an important component for kinaesthetic learners, who have a “trial and error” approach to their learning. They enjoy having physical practice and directly manipulating objects and materials to better understand how things work. Usually, movement and short bursts of studying are important to keep them engaged, rather than sitting at a desk for sustained periods of time.

In this respect, kinaesthetic learners tend to enjoy and thrive at more practical-based subjects, such as Art, Sports, and Design and Technology. They are most engaged while moving, therefore it makes sense to try to incorporate an activity into studying, even if it’s for a subject that requires a more traditional note-taking approach. 

Some study methods kinaesthetic learners can try include: 

Conducting experiments and constructing projects

Doing a ‘physical’ activity whilst learning - e.g. walking and reading a textbook or bouncing a tennis ball while reciting information

Creating flash cards and being tested by a friend or classmate

Taking regular breaks during studying to stretch their legs

What type of learning style is right for me?

In order to identify and understand what type of learner people are, Fleming developed a self-report inventory that presents a series of scenarios. Individuals select from a multiple-choice selection of answers the one that best describes their preferred approach to learning. 

At the end of the questionnaire, your scores for each learning style are added up. The learning style which you selected the most when answering is then considered to be your learning preference. 

Example VARK Question

Imagine you are learning to assemble a piece of flat-pack furniture. In which way would you be able to assemble the furniture best?

Look at diagrams which show each stage of assembly. (Visual)

Listen to advice from someone who has done it before. (Auditory)

Read the full written instructions that come with the furniture. (Reading)

Watch a video of someone assembling the furniture and then trying it for yourself. (Kinaesthetic)

The disadvantages of VARK learning styles

Although the VARK learning styles have been widely regarded as helpful for students who have a better understanding of themselves and how to direct their studying, it has also faced some criticism - with the largest being the limitations of categorising learning in this way.

Despite one learning style making it easier for you to study, it can in some ways be a hindrance. What if you struggle to learn a particular subject using a specific learning style? It can often lead you to feel as though you’ll never be able to understand the information - rather than thinking another approach might work better.

Or perhaps, what if you don’t fit the conventional VARK model? How can you be an ‘effective’ learner if you don’t necessarily fit one specific style? 

As you complete your own self-report inventory, you may discover that you tick more than one answer in the multiple choice questions. It’s not uncommon for learners to benefit from more than one learning style; e.g. watching a video of someone assembling furniture (kinaesthetic) and then following the diagram themselves (visual).

So, although the VARK learning styles may be a great way to better understand how best you learn, it’s important to play around with different study methods to see which works best for you. Especially when approaching different subjects. Kinaesthetic learning might be great for helping you understand how gravity works, but it might not be so helpful for poetry analysis.

Trying a combination won’t only help you improve your concentration and study motivation , but you’ll also become a more effective learner, spending time on the activities that are going to help you achieve the most impact. 

When it comes to revising for your exams, especially when revising for those all-important  A-Levels , you want to ensure that you’re studying in the most productive way possible. Revision time is scarce, and you want to make sure you’re making the most out of any study time you have. 

Using VARK learning styles to benefit online learning

Over the past year, learning has faced unprecedented challenges, with students, teachers and tutors alike having to find new and adaptive ways to make learning effective remotely. 

For students, having an understanding of the learning style which best suits them is one of the crucial building blocks to ensure they are still able to study effectively, while learning online. 

Still studying at home? Now is the perfect opportunity to explore your learning style and find a new study method that works for you. 

Online learning has many benefits , with one of them being the flexibility to study at a pace that suits you and your schedule. And with this, you have the opportunity to to try out some new study methods to see what learning style best suits you. 

Think you may be more of an auditory learner? Ask your tutor if they would be willing to record your webinars and send them after class for you to listen again? Alternatively, if you think you’re more of a visual learner, you could take your notes from online class and then spend your independent study time condensing them into easily digestible diagrams and illustrations. 

Then, as you return to the classroom (or even if you continue to study from home) you’ll be a far more effective learner, equipped with the tools and study methods needed to help you learn in the most rewarding way possible. 

Here at Melio , we use a combination of learning approaches to benefit students of all different learning styles and abilities. 

For example, in our Online Courses , students will learn in small online classes where they can join in on discussions and learn new material from their tutor (reading, writing, and auditory). 

But, there are also quizzes, mini-tests, and independent study assignments issued to each student too (kinaesthetic), where they can work on a project of their own for the end of their online course to demonstrate what they have learned during the two weeks. 

This can incorporate all different learning styles, depending on what suits you best - and your tutor will be happy to accommodate this as part of your course. 

Meanwhile, our one-on-one Tutorials offer students and tutor the opportunity to discuss their subject in detail (auditory) through hour-long online tutoring sessions. 

However, like our online courses, students will also be asked to complete independent assignments and projects during this tutoring to monitor how well they know and understand this new information. Your tutor can work with you and your learning style to set projects tailored around your specific learning style - making it work in a way that benefits you.

Over the past century, more and more psychologists have turned their attention to the education sector - looking at how to create learning environments that help students to learn information in the most effective way possible.

One of the biggest contributors is education theorist Neil Fleming, who introduced the VARK learning theory, which attributes students either as visual, auditory, reading/writing, or kinaesthetic learners. 

With a quick and easy-to-complete questionnaire, students can better understand the way their mind processes information and retains it for the long-term. Over time, they can equip themselves with the tools and techniques best suited to their learning style to make classes, homework, and revision time more effective.

This is particularly important for today’s climate, where students have had to adapt to finding a new ‘normal’ to studying, with many finding themselves learning themselves from home. It’s never been more important for students to harness this independence and discover the most effective ways to continue their learning over the coming months.

Online learning with Melio Education

As mentioned above, here at Melio we use a combination of teaching methodologies - modelled on the renowned Oxford and Cambridge methodologies of learning. The result? One-on-one attention, comprehensive feedback, bespoke course content, and ultimately, an unrivalled online learning experience. 

Working with our expert network of tutors who are trained to tailor content around your individual learning style and needs, modern tools and technology have made it possible for us to connect with more students than ever before - and we can’t wait to share it all with you.

Interested in learning more? Find out more about Melio and enquire about the online learning opportunities we have available by speaking with our admissions team.

Book a call with our admissions team and start your learning journey today!

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• Self-directed Learners
• Learning Styles
• Publications and Courses
• VARK Strengths and Weaknesses

Neil Fleming, an educator, has devoted his career to investigating learning styles and determining how individuals learn through modality preferences.  In 1987, Fleming originally developed his theory working with Barbe’s VAK model . However, Fleming added one additional area, read/write learning style, to the model.

The VARK (visual, aural/auditory, read/write and kinesthetic) Learning Style falls under the umbrella of Neuro-Linguistic Programming (NLP). NLP “encompasses the three most influential components involved in producing human experience: neurology, language and programming” (Dilts, 2016, para. 1). NLP investigates the interactions between how neurological (mind) and linguistics (language) within an individual impact behavior (programming).

There are advantages and disadvantages associated with the VARK Learning Theory.

Identifying Preferences VARK provides an easy way for instructors to identify preferences and then being able to meet those preferences.

Independency Students gain independence in their learning as they decipher their preferences. They are less dependent on educators or other authorities to aid them in learning.

Easy to Use It is very simple to use by anyone as it doesn’t dive into particular details or complex vernacular. 

Science of Learning The VARK started a movement of looking at how individuals learn and the varying modalities of these learning preferences. It created a methodology and vernacular, engaging educators in identifying key factors in how their students learn.

Varying Modalities The VARK learning style promotes educators to look at varying ways of engaging students instead of simply looking at only their preference mode of learning. For instance, a teacher that prefers to read/write as their mode of learning will tend to teach with those modalities. But by recognizing other modalities, the educator will provide other means of learning -such as media for visual learners.

Flexibility Students and educators recognize that they do not need to be stuck in one mode of learning. They can switch from one preference to another.

Learner Growth As learning preferences are identified, students and educators then can gradually introduce other modes of learning, stretching the learner to find ways and adapt to these other modalities.

Disadvantages

Categorizing The VARK can make it too easy to categorize individuals into four areas. This has been stated as being too simplistic and not enough options as individuals are unique.

Restrictive The VARK model has been criticized for being too restrictive. Only about 39% of people who take the VARK test fit best into one single category (Kharb, et. al, 2013). In fact, research has proven that individuals actually fit into a bimodal or trimodal learning style. Yet, individuals desire to force learners into one mode. 

Implementation VARK is known for not giving enough direction to educators on how to implement the model through specifics. 

Accommodation Educators acknowledge the difficulty in accommodating all of the varying learning modalities embedded in this learning style model. 

Time Constraints It is increasingly difficult to be able to address the different modalities for one piece of learning when referring to the time constraints in the classroom. Take a moment to ponder the time requirements to teach the same material by using all of the varying modalities.

Validity There have been many questions on the validity of the measurement of this learning style and the research collected (Pasher et. al. 2009). 

Hindering Learning Some critics believe that labeling students may actually hinder their learning instead of aiding them as it directs the student to learning a particular way to the neglect of other modalities.

In addition to the strengths and weaknesses that are unique to the VARK learning theory, there are general advantages and disadvantages that are prescribed to all learning theories.

Common Vernacular One of the greatest advantages or strengths for learning personality theories is how it creates a common vernacular between educators. This is especially true when educators focus on one theory and use it as their educational foundation.

Differentiate Students Learning theories aid educators in the ability to quickly differentiating students. For example, if you have a student who learns best in pairs, you can swiftly match them up with another student with the same preference.

Simple Solutions There are many barriers to learning which vary across ages, cultures, religions, communities, etc. Learning theories provide options and simpler solutions as the barriers have already been enumerated and investigated.  

New Interventions Learning theories pontificate a variety of interventions. As the educator investigates the differing options, they are introduced to other interventions they may not have attempted or thought of previously. This is a solution to being stuck in a pattern of instructional boredom when the same methodologies are used.

New Solutions Everyone tends to get stuck in their learning preferences. By looking at and investigating learning theories, educators experience other modes of learning and additional options to present information to students.

Explore Complex Nature of Learning Process The learning process is not a simple process. It is detailed and complex. Then, to add to this, each individual experiences learning differently. Learning theories delve into varying options and highlight this complex nature.

Conversation Starter Learning theories have the ability to initiate a conversation not only between educators but between educator and learner and even between learners. This also extends to the conversations between the educator, learner and the learner’s caregiver.

Increased Learning Capabilities Applying the modalities of the varying learning theories can open doors for increased capabilities as students begin the journey of understanding their learning needs .

Increased Self-Esteem As individuals experience more successful learning opportunities, their self-esteem increases. On the contrast side, failed learning experiences are malignant to the individual unless they learn from them and how to turn them into positive encounters.

Engaging Learning Opportunities As learners and teachers, patterns arise and the same methods of learning are visited repeatedly. Simply stated, every learner and educator have their preferred way of teaching and learning but often don’t look to see what other options exist. Learning theories provide individuals with opportunities to investigate other opportunities which may be more engaging or at least pointing out that other modalities exist.

Bridge Generational Gaps Individuals often complain that the generation older or younger than them simply do not understand. Learning theories point out that there are methodologies of learning that bridge these generational gaps – creating connections between the generations as well as understanding.

Expand Preferences Once individual learning preferences are identified, an individual can then expand them. For instance, if a student must have absolute quiet, small increments of noise can be introduced to aid them in studying in busier and noisier learning environments. This can be held true for all of the varying elements.

Too Many Options Some learning theories simply offer too many options. Then, there is also the combination of theories. When all of this is taken into account, it is a lot of information that creates a lot of confusion for learners and practitioners.

Unreliable Instruments A common complaint among education researchers falls on the unreliable nature of instruments. Simply stated this refers to the results of the testing. When an individual uses the same instrument, they may not get the same results.

Learning Styles Equals the ‘Doctrine’ of Education Those who prescribe to one learning theory or another will defend and dispute their preferred theory. The theory becomes the foundation of their educational practices. It then becomes difficult to dispute or to introduce new thoughts, theories or practices.

Simplicity Masks Complexity Learning theories attempt to prescribe a learning solution to all individuals and preferences. However, learning is complex and many learning theories simplify the process in a watered-down approach that misses out on reaching some students.

Does NOT Approach Learning Disabilities Rarely do any learning theories look at the varying complications associated with learning disabilities which add new dimensions to the learning theories.

Dependency Learning theories can be confining. Students and educators will depend on the methods within a specific theory without looking beyond to identify other options. It also leads to over-catering to demanded needs of students.

Too Confining While some learning theories provide too many options, other theories are too confining.  There are not enough options to meet the needs of individual students.

Qualitative Research Methodologies Too much data on learning theories relies on qualitative data. There is little quantitative research to substantiate the validity of the theories.

Commercialization of Testing Instruments Learning theories generally will require a testing option to identify the learning personality of the student. This brings the need of an instrument for identification purposes. Many learning theorists will commercialize their testing instruments, providing a monetary cost to identify the learning personality. While the monetization is not necessarily a bad thing, it does provide a limitation to those who do not have the access to the instruments.

There are many advantages and disadvantages to learning theories and to the VARK learning style. It is under the discretion of the practitioner and student to weight these advantages and disadvantages to determine the usefulness of the learning style.

Coffield, F., Moseley, D., Hall, E. and Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Retrieved from: https://neillthew.typepad.com/files/learning-styles-review-copy.pdf 

Dilts, R.B. (2016). What is NLP. Retrieved from http://www.nlpu.com/NewDesign/NLPU_WhatIsNLP.html

Fleming, N. (2017). The VARK modalities. Retrieved from http://vark-learn.com/introduction-to-vark/the-vark-modalities/

Kharb, P., Samanta, P. P., Jindal, M., & Singh, V. (2013, June). The Learning Styles and the Preferred Teaching—Learning Strategies of First Year Medical Students. Journal of Clinical and Diagnostic Research, 7(6), 1089-1092. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3708205/

Pashler H, Mcdaniel M, Rohrer D, Bjork R. (2008). Learning styles: concepts and evidence. Psychol Sci Public Interest, 9(3):105-19. 

Wood, D. (2017). Reasons to Incorporate Learning Styles in Teaching. Retrieved from http://study.com/academy/lesson/reasons-to-incorporate-learning-styles-in-teaching.html .

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By Tracy Atkinson

Tracy Atkinson, mother of six, lives in the Southwest with her husband and spirited long-haired miniature dachshunds. She is a teacher, having taught elementary school to higher education, holding degrees in elementary education and an EDS in higher education. Her passion is researching, studying and investigating the attributes related to self-directed learners and learning styles. She has published several titles, including MBTI Learning Styles: A Practical Approach, The Art of Learning Journals, Calais: The Annals of the Hidden, Lemosa: The Annals of the Hidden, Book Two, Rachel’s 8 and Securing Your Tent. She is currently working on a non-fiction text exploring the attributes of self-directed learners: The Five Characteristics of Self-directed Learners.

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• Kolb Learning Styles
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• Dunn & Dunn Learning Style - Emotional Elements

Tech ed from Teacher-authors

What is the VARK model of Student Learning?

The acronym VARK refers to four learning modalities — Visual, Auditory, Reading/Writing, and Kinesthetic. Though often classroom lessons focus on the Visual, with a bit of preparation, they can be taught using all four modalities thus accommodating students who learn best in a different way. Why go through this extra effort? VARK’s creator, Neil Fleming, explains it this way:

• Students’ preferred learning modes have a significant influence on their behavior and learning.
• Information that is accessed through students’ use of their modality preferences shows an increase in their levels of comprehension, motivation, and metacognition.

For me, that extra time and effort is a no-brainer. Let me back up a moment and explain how I got to that point. I realized after a few years of teaching that something was wrong with the methodology I had been taught. Lots of clever, smart kids weren’t getting what I was putting out. I taught in a way that addressed how the majority learned (because that covered most kids, didn’t it?) but that turned out to be more like a plurality. Or less. In fact, where that plurality of kids might be the biggest group in the class, those that weren’t learning in this prescriptive manner was an even bigger group. To say it another way:

What the Bell Curve considers the “typical student” was always far outnumbered by those who weren’t.

Interestingly enough, Dr. Fleming reports that Kinesthetics (the K in VARK) is the most common learning style though not the most common teaching style.

It was time to shake things up.

Differentiated instruction, also called “personalized learning”, addresses the truism that every student learns differently. How they absorb, process, comprehend, and retain information often doesn’t match how their neighbor does. For example, when I teach coding, some students jump in and learn by doing, not getting frustrated by how many times they must debug, retry, and redo. Others start by reading instructions, watching videos, and observing the work of their neighbor. Still others follow a hybrid of both.

Learning better when information is presented a certain way has nothing to do with intelligence.

Just as someone who can’t see would fail if all instruction were visual, many of us absorb knowledge better when presented in a certain way.

What  is VARK?

VARK is a learning style inventory. The acronym refers to the four most-common learning styles — Visual, Auditory, Reading/Writing, and Kinesthetics found within educational theorist  Neil Fleming ’s model of student learning.

• Visual : information presented as maps, spider diagrams, charts, graphs, flow charts, labeled diagrams, and all the symbolic arrows, circles, hierarchies and other devices that people use to represent what could have been presented in words.
• Auditory/Aural:  a preference for information that is heard or spoken such as lectures, group discussion, radio, email, mobile phones, speaking, web-chat and talking things through.
• Reading/Writing:  information displayed as words, text-based input and output. This includes all forms but especially manuals, reports, essays, and assignments.
• Kinesthetic : a preference for gathering information through experience and practice, simulated or real, either through concrete personal experiences, examples, practice or simulation. It also includes demonstrations, simulations, videos, and movies, as well as case studies, practice, and applications.

The VARK model acknowledges that students process information differently, referred to as “preferred learning modes”. This has a significant impact on the student’s ability to collect and disseminate information and should be matched with appropriate learning strategies. When that is done properly, students show increased ability to comprehend it, use it, and relate it to other knowledge.

VARK used to be referred to as VAK until Reading/Writing was highlighted as significantly different from the Visual modality.

How do you get started?

Start with an open-minded assessment of the student’s learning style using the  VARK questionnaire or one of several other  learning style inventories . The goal is to uncover how the student learns best. At the end of the VARK questionnaire, students get a report that analyzes their answers and draws conclusions as to what their best learning style is.  Students use these results to understand their preferred modality and in a bigger sense, come to terms with why learning challenges they’ve faced in the past have less to do with their intelligence and more with how the knowledge was presented. Follow up this written report with varied activities from all four modalities and pay close attention to the types of intelligence students display as they complete tasks.

Like students, teachers also have preferred teaching modalities. VARK offers a teacher questionnaire to help teachers understand how they teach. Here’s mine:

Because often teachers don’t understand how to teach using these different modalities, train faculty to not only recognize these learning preferences among their students but to be open-minded about accepting them and be capable of teaching in all.

A note of caution: VARK is intended to start a conversation about options in learning styles that might help students themselves become better learners by thinking more about circumstances that aid or stifle learning. Neil Fleming says:

“[VARK] … is a beginning of a dialogue, not a measure of personality. It should be used strictly for learning, not for recreation or leisure. Some also confuse preferences with ability or strengths. You can like something, but be good at it or not good at it or any point between. VARK tells you about how you like to communicate. It tells you nothing about the quality of that communication.”

When students realize that everyone learns in different ways, Dr. Fleming reports their common reaction is:

“At last I know I’m different not dumb.”

Educational Applications

The idea of individual learning styles is so popular because it makes sense. We see it in action. We notice it in ourselves. Learning-styles theory is endorsed by 93 percent of the public and 76 percent of educators.

Wait — what? 24% of educators don’t think it exists? Here’s how implementing the results of the VARK questionnaire would look in an education ecosystem:

• Teachers understand why students don’t always understand their well-constructed lesson plans.
• Teachers begin to present materials in multiple ways, accepting that students learn in different ways.
• Teachers allow students to complete their work in ways that work for them, as long as what they do satisfies lesson goals.
• When teaching, Gardner recommends two steps : 1) Individualize teaching for students, and 2) pluralize teaching to include as many of the intelligences as possible.
• When teaching keyboarding, teachers play music so students can pace themselves with the beat.
• Instead of checklists, teachers use brainstorming and mindmaps to help students organize their ideas.

Popular Multisensory Teaching Approaches

Once modalities have been identified, there are a variety of approaches available for implementing multisensory teaching. The most common and one often used to teach writing is sand trays . Often these are integrated into a teaching strategy like:

Gardner’s Multiple Intelligences

Whole brain teaching.

• Orton-Gillingham 

In 1983, Howard Gardner published what would become a seminal discussion on what he called a learners’ multiple intelligences and became one of the best-known of the discussions on learning styles. Since then, it has grown to an approach to teaching based on the most common multiple intelligences:

• Linguistic intelligence (“word smart”)
• Logical-mathematical intelligence (“number/reasoning smart”)
• Spatial intelligence (“picture smart”)
• Bodily-Kinesthetic intelligence (“body smart”)
• Musical intelligence (“music smart”)
• Interpersonal intelligence (“people smart”)
• Intrapersonal intelligence (“self smart”)
• Naturalist intelligence (“nature smart”)

Whole Brain Teaching (WBT) is a multisensory approach to teaching that includes vocal directions mixed with hand gestures, inflections, full body movement, head motions,  and chants. It uses “model and repeat” in a fast-paced class that at first blush, visitors would probably call chaotic. Students call it fun. Parents call it effective. Click for more detail.

Orton-Gillingham

Officially labeled “Orton-Gillingham Multisensory Structured Language Approach”, this teaching style relies on using all the senses — visual, auditory, tactile, and kinesthetic. Where it was first applied to those with reading problems,  when O-G was expanded to all classrooms, it excelled. Click here for more detail.

Now, after more than a decade of teaching in a manner that addresses student personal learning styles, I can see that the time invested up front quickly paid off in student success. And once I learned to structure lessons that meet students where they learn, it actually saved time in not having to re-explain, provide after-school tutoring, and discuss with them and their parents why they didn’t do well when we all knew they were smart enough.

Have you had a similar experience? Or a different one? I’d love to hear from you.

— image credit: https://youtu.be/Ji38aUS4w2w 

— published first on TeachHUB

More on VARK:

The VARK Questionnaire to determine your learning modality

Short introductory videos on VARK

Jacqui Murray  has been teaching K-18 technology for 30 years. She is the editor/author of over a hundred tech ed resources including a  K-12 technology curriculum ,  K-8 keyboard curriculum,   K-8 Digital Citizenship curriculum . She is an adjunct professor in tech ed, Master Teacher, webmaster for four blogs, an  Amazon Vine Voice , CSTA presentation reviewer, freelance journalist on tech ed topics, contributor to  NEA Today , and author of the tech thrillers,  To Hunt a Sub  and  Twenty-four Days . You can find her resources at  Structured Learning.

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We are a group of dedicated international technology teachers with tons of experience in teaching K-18 t ech, unraveling its problems, and making it exciting for kids (and adults). We blog here, teach online grad school classes, provide curricula (like K-12 Technology curriculum ,  K-8 keyboard curriculum,   K-8 Digital Citizenship curriculum ). Jacqui Murray (the face of AATT) also authors tech thrillers,  To Hunt a Sub  and  Twenty-four Days . You can find our resources at  Structured Learning.

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VARK: A Guide to Learning Styles Analysis Paper Grand Canyon University

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Avegail Perez

The VARK Questionnaire: How do I learn best? Each person has five senses. Sight, hearing, smell, taste, and touch. Each sense processed by the sense organs; eyes, ears, nose, tongue, and skin respectively. All information from surroundings or environment are then taken by those organs and send it to the brain which then informs your body how to respond. (Joeel, 2017) The senses are used every day to process information gathered through various situations and learning as a student is no exception. According to (Khanal L, 2014) students vary from one to the other in terms of learning preference which is why classroom diversity in terms of how students obtain information is of importance. In order to help teachers reach and educate students effectively, Neil Fleming developed VARK which stands for visual, aural, read/write, and kinesthetic. The first type is Visual which is for people who learn better by using visual supports such as charts, diagrams, and graphs. The second type is Aural which is used by individuals that learns better through lectures, stories and any form of audio. The third type is Read/Write used by people that learn through taking down notes, reading texts, or both. The fourth type is Kinesthetic which is the preference to learning through touching and doing, actual applications, and hands-on experience. (Cherry, 2018) Came with it was the VARK questionnaire which is made of many rudiments associated with students' preferred learning styles. Its goal was to assist learners to recognize their specific

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Learning styles is a term used to refer to the methods of gathering, processing, interpreting, organizing and thinking about information. Students have different learning styles, which is the reason for the diversity seen in classrooms in regards to how students acquire information. Claxton and Murrell had divided the learning styles into the following four categories: personality models, information-processing models, social-interaction models, and instructional preferences models. VARK (an acronym for Visual, Aural, Read/write and Kinesthetic, different way of learning styles) is a learning inventory categorized into the ‘instructional preference’ modal. Many studies were done using the VARK inventory among the medical education but the preferred mode of learning was variable in different parts of the world. The relationship of age, gender and academic performance with the mode of learning was also not consistent. So this article tried to conclude the preferred mode of learning and relationship of mode of learning with gender and other factors by analyzing the previous studies done using VARK questionnaire among the medical students in daily teaching and learning environment. Pub Med and Google Scholar were used as a search engine to find the article. Altogether 20 full text research papers were retrieved and reviewed. In the most of part of the world the studies showed that multimodal learning style was the predominant one over unimodal. Further in multimodal quadmodal was the most preferred one followed by other presentation. In the unimodal presentation most preferred one is kinesthetic type of learning along with visual, aural and read write in less extent. Age factors had no lucid relationship with the learning style though some variations were observed with age.This review was expected to be useful as scientific evidence in the field of medical education and also as a reference for further research.

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Indian Journal of Clinical Anatomy and Physiology

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Background: In the assimilation and processing of information, students favor different choices. Fleming described the VARK learning style model that includes a questionnaire which enables us to recognize a person’s sensory modality preference in learning. It categorizes the learning styles into four: visual (V), aural (A), read/write (R), and kinesthetic (K). Objectives: 1) To assess the learning styles of first year MBBS students of a Private Medical College in Kerala and find out prevalence of unimodal and multimodal learners. 2) To find association between scores of students in anatomy, biochemistry and physiology and their VARK categories. 3) To determine the association between gender and VARK categories. Materials and Methods: A cross-sectional self-administered questionnaire survey was conducted among first year undergraduate medical students in a private medical college in Kerala. VARK questionnaire, consists of 16 multiple choice questions, was distributed to the participants after obtaining written consent. Scores of their internal assessment were also collected. The data was analyzed and the learning styles were presented as percentages. Chi-square test, Mann-Whitney U test, and Kruskal-Wallis tests were used to find the association between learning styles and gender, and the scores in internal assessment. Results: The total number of students enrolled for the study was 100. Age ranged from 17 to 22 years and females constituted 62%. It was observed that 84% students were unimodal, out of which Kinesthetic (45.2%) was the most preferred. There were 12 bimodal and 4 trimodal learners. No association between learning styles and gender as well as between learning styles and academic performance based on written and practical exams of Anatomy, Physiology and Biochemistry were found. We found there were notable differences between males and females in unimodal kinesthetic and auditory learners in certain scores. Conclusion: The present study reported that unimodal learners were more frequent than bimodal and trimodal learners. There were no quadrimodal learners. The preferred method of learning amongst unimodal learners was the kinesthetic style. We found no association between gender and the preferred learning style. The study also found that there was no association between academic performance (scores) and their learning styles. Keywords: Learning styles, Medical students, Academic performance, Gender.

JOURNAL OF CLINICAL AND DIAGNOSTIC RESEARCH

jamil sadeghifar

International Journal of Research in Medical Sciences

Junaid Ahmed

Nurse Education Today

Angelo D'Amore

Introduction: Knowledge of learning styles of the students helps educators to address various needs of learners. Study objective was to determine learning styles of undergraduate medical students. Methods: A cross sectional survey was conducted at Lahore Medical & Dental College (LMDC), Lahore, between January and March 2011 among students from first to fourth year MBBS classes using an online VARK inventory. Additional information was obtained using a structured questionnaire. Data was analysed using SPSS version 16 computer package. Chi square test was applied for association and statistical significance was determined with p ≤0.05 as the cut-off point. Results: Among the 338 study participants, 61% were females, 63% were between the age groups 20-23 years and 78% had done FSc. Each class representation was 1st year (26%), 2nd year (25%), 3rd year (29%) and 4th year (20%). Most students depicted multimodal learning style (69%). The preferred unimodal styles were aural (14%) and kinesthetic (12%). In different combinations, the favoured learning modes were kinesthetic (70%), read/write (60%), aural (57%) and visual (55%). Around 89% of ―A‖ level students, compared with 66% of those who had done FSc were multimodal (p=0.002). The preference for multiple learning modes increased with the transition from pre-clinical first and second years to the clinical third and fourth years (p= 0.006). Conclusion: Medical students prefer multiple variety of information transfer. For a better impact, learning style diversity can be converted into appropriate teaching and learning methods that enable more students to attain success. Key Words: Learning style, VARK questionnaire, visual, aural, read/ write, kinesthetic, modal, medical students

Journal of Physics: Conference Series

Elena Fitkov-Norris

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