Article

Not Another Inventory, Rather a Catalyst for Reflection

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Abstract

In this article the authors focus on the use of a modal preferences questionnaire as a catalyst to empower students to reflect on their own sensory preferences and modify their study methods accordingly. The authors discuss the development and use of the questionnaire, strategies for students to use in modifying their learning behavior, responses of students and faculty to the technique, and directions for further investigation of modal preferences.

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... More recently, the widespread application of personality assessments such as the Myers-Briggs test has promoted the development of type-based learning-style assessments (Lake et al., 2019). Over time, two general categories of theoretical models of learning styles have emerged: those based on learners' sensory modality preferences, such as VAKT (Visual, Auditory, Kinesthetic, and Tactile) (Dunn & Dunn, 1989) and VARK (Visual, Auditory, Reader/Writer, and Kinesthetic) (Fleming & Mills, 1992); and those based on cognitive preferences for processing new information, for example Kolb's (2014) Learning Style Inventory. The sensory modality learning style inventories dominate in the current educational landscape, and we will therefore focus the following critique on the VARK model. ...
... Rather, it is designed to initiate discussion about, and reflection upon, [their] learning style -metacognition" (VARK Learn, n.d.). Advocates suggest that when used in this "metacognitive fashion" (Fleming & Mills, 1992), VARK can encourage self-reflection, and form the basis for developmental conversations. Fleming and Mills (1992) comment that "students find [VARK] provides a framework that is consistent with their rational, intuitive notions about how they address information in learning situations. ...
... Advocates suggest that when used in this "metacognitive fashion" (Fleming & Mills, 1992), VARK can encourage self-reflection, and form the basis for developmental conversations. Fleming and Mills (1992) comment that "students find [VARK] provides a framework that is consistent with their rational, intuitive notions about how they address information in learning situations. They therefore have no difficulty accepting the notion that adjustments ... in accordance with their modality preferences ... could benefit their learning effectiveness" (p. ...
... The VARK Inventory offers insight into individual learning preferences based on four sensory modalities: Visual, Auditory, Read/Write, and Kinesthetic. This model, developed by Fleming and Mills (1992), provides a framework to understand how professionals prefer to receive and process information in workplace settings. ...
... This learning style emphasizes the use of symbols, graphs, and flowcharts to explain concepts. Visual learners benefit most when information is structured graphically rather than through text or spoken words (Fleming & Mills, 1992). In a business context, these individuals may excel when given infographics, process flows, and visual data summaries. ...
... They may also benefit from podcasts or verbal feedback. Auditory learners often prefer discussing ideas or talking through problems to gain clarity (Fleming & Mills, 1992). In the workplace, these learners may thrive in collaborative discussions or during verbal instructions. ...
Method
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The VARK Inventory - Determining Learning Styles for Business Professionals is a tailored assessment tool designed to help business professionals identify their preferred learning styles. Developed by Richard N. Dettling, this inventory is based on the widely recognized VARK model created by Fleming and Mills (1992), which categorizes learning preferences into four sensory modalities: Visual, Auditory, Read/Write, and Kinesthetic. The primary purpose of this inventory is to help professionals understand how they best absorb, process, and retain information in workplace settings. By determining individual learning preferences, business professionals can enhance their effectiveness in communication, training, project management, and leadership. This understanding allows them to tailor their learning experiences and professional development to optimize productivity and engagement.
... Guru harus memahami gaya belajar peserta didiknya agar mencapai tujuan pembelajaran yang ditetapkan. Salah satu langkah untuk memahami gaya belajar dengan menggunakan salah satu teori VARK (Visual, Auditori, Kinestetik, dan Reading/Writing) yang dikembangkan oleh Fleming & Mills (1992 Teori ini walaupun telah dikembangkan pada 31 tahun yang lalu, tetapi masih relevan digunakan untuk mengidentifikasi gaya belajar peserta didik. Bahkan muncul puluhan penelitian-penelitian 10 tahun terakhir yang mengidentifikasi gaya belajar dengan menggunakan teori VARK. ...
... Pemahaman tentang gaya belajar peserta didik berdasarkan Teori VARK memiliki implikasi yang signifikan dalam konteks konseling pendidikan. Teori VARK yang dikembangkan oleh Fleming & Mills (1992) telah mengklasifikasikan peserta didik menjadi empat kategori berdasarkan preferensi mereka terhadap jenis informasi yang paling efektif untuk diproses. Gaya visual (V) lebih responsif terhadap gambar dan visualisasi, gaya auditori (A) lebih memilih informasi lisan, gaya reading/writing (R) cenderung mendekati teks tertulis, dan gaya kinestetik (K) lebih suka pembelajaran melalui pengalaman fisik (N. ...
... Gaya visual (V) lebih responsif terhadap gambar dan visualisasi, gaya auditori (A) lebih memilih informasi lisan, gaya reading/writing (R) cenderung mendekati teks tertulis, dan gaya kinestetik (K) lebih suka pembelajaran melalui pengalaman fisik (N. D. Fleming & Mills, 1992). ...
Article
This research aims to examine the role of student learning style counseling based on Visual, Auditory, Reading/Writing and Kinesthetic (VARK) Theory in the context of differentiated learning. Students' learning styles are an important factor that influences their ability to understand and remember information. Therefore, a deep understanding of individual learning styles is key to developing an effective learning approach. This research uses a literature study method, where researchers investigate the relationship between VARK Theory and differentiated learning, and investigate how the learning styles of counseling students can increase the effectiveness of differentiated learning through library sources. The literature sources that have been researched are then analyzed using the content analysis method. The results of this research indicate that student learning style counseling based on VARK Theory can make a significant contribution in increasing students' understanding of the best way to learn. With proper guidance, students can identify their learning style preferences and use them to optimize their learning experience. In addition, the integration of this concept in differentiated learning can help teachers teach more effectively by considering individual differences in students' learning styles. This research provides valuable insight for educational counselors, teachers and educational policy makers to understand the importance of counseling students' learning styles based on VARK Theory in the context of differentiated learning.
... Preferensi tersebut hendaknya mendasari strategi belajar yang riil diterapkan dalam proses belajar sehari-hari. 5 Strategi belajar yang dilaksankan secara rutin dan sistematis sehingga menjadi sebuah kecenderungan seorang pembelajar untuk memperoleh pengetahuan disebut sebagai kebiasaan belajar. 6,7 Fleming dan Carbonel berargumentasi bahwa kebiasaan belajar seharusnya berkesesuaian dengan gaya belajar karena dalam menyelesaikan tugas belajar, seseorang akan cenderung memilih metode atau strategi belajar yang berkesesuaian dengan preferensi atau kesukaannya. ...
... Dalam prosess belajar selanjutnya, mahasiswa dapat menerapkan kebiasaan belajar yang berkesesuaian dengan gaya belajarnya, karena proses belajar dapat menjadi lebih menyenangkan atau memuaskan dan menghasilkan luaran yang diharapkan. 5,42,43 Eom, Wen, & Ashill mendapati bahwa beberapa variabel, termasuk gaya belajar sangat berkorelasi secara bermakna dengan tingkat kepuasan mahasiswa sebagai salah satu parameter efektivitas proses belajar. 44 Peneliti lain yang menggunakan Kolb's Learning Style Inventory melaporkan adanya hubungan antara gaya belajar dan kepuasan. ...
... Hal tersebut dapat memakan waktu yang lebih banyak, sehingga ia perlu juga mendapatkan pendampingan terkait keterampilan memanajemen waktu. 5,8 Mahasiswa dapat berefleksi lebih lanjut guna mengidentifikasi adanya faktor lain yang menyebabkan ia merasa nyaman, misal pengaruh adanya/banyaknya teman yang menerapkan strategi serupa, atau memang karena ia telah mampu menerapkan strategi belajar dengan modalitas yang berbeda dengan preferensinya. Mahasiswa dapat ...
Article
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Background: Mastery of Anatomy is essential to base learning in Medicine. However, the Anatomy identification test scores are often less than satisfactory. This problem could be caused by different usage of sensory modalities which were visual, aural, read/write, and kinaesthetic (V/A/R/K) between one’s study habit and his/her learning style. This study aimed to determine the relationship between Anatomy identification test scores and the suitability in V/A/R/K modality usage between study habits and learning styles.Method: This was an observational study of 103 first year students of the Faculty of Medicine Unsoed who were selected using total sampling, taking into account the inclusion criteria in the form of complete data availability for the three variables. Univariate statistical analyses were conducted for each variable as well as the suitability between study habits and learning style based on determined criteria. Relationship between Anatomy identification test scores and the suitability between V/A/R/K study habits and learning styles was analyzed using the Mann-Whitney test.Results: Most students had quadmodal learning style (27.2%), but unimodal visual study habit (21.4%). Most (64.1%) students had no suitability between study habits and learning styles, with the test score average was not significantly lower (p = 0.228) than those with suitability. Conclusion: There is no significant relationship between Anatomy identification test scores and the suitability between study habits and learning styles. Students may reflect on the result to modify their learning process further. Institution can provide opportunities for students with various characteristics to develop study habits that suit their learning styles.
... The majority of medical textbooks nowadays utilize aiding tools like chapter summaries, end-of-chapter practice questions, sidebars, links to online resources, and visual tools [20][21][22]. The extensive array of tools utilized by textbooks is essential in facilitating comprehension and robust transfer of information to the intended audience [20][21][22][23][24][25][26], which is highlighted by the fact that medical students don't only prefer one aiding tool; the majority of the students prefer the use of multiple forms of aiding tools [27,28]. Moreover, as medical students exhibit diversity in their learning styles [20][21][22][23], an array of different tools should be used to ensure that the majority of students are satisfied [24]. ...
... The extensive array of tools utilized by textbooks is essential in facilitating comprehension and robust transfer of information to the intended audience [20][21][22][23][24][25][26], which is highlighted by the fact that medical students don't only prefer one aiding tool; the majority of the students prefer the use of multiple forms of aiding tools [27,28]. Moreover, as medical students exhibit diversity in their learning styles [20][21][22][23], an array of different tools should be used to ensure that the majority of students are satisfied [24]. This can, in turn, be associated with student performance, as student motivation and performance are improved when the teaching method is adapted to the student's learning style [24,25]. ...
... Moreover, as medical students exhibit diversity in their learning styles [20][21][22][23], an array of different tools should be used to ensure that the majority of students are satisfied [24]. This can, in turn, be associated with student performance, as student motivation and performance are improved when the teaching method is adapted to the student's learning style [24,25]. ...
Article
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Background As textbooks constitute a foundational component of medical education, it is imperative to conduct a rigorous evaluation of their efficacy by examining the fundamental elements and tools utilized within these textbooks and how multiple factors may alter the effectiveness of such components. Materials and methods We conducted a cross-sectional, survey-based study where 251 subjects anonymously rated the effectiveness of different tools and elements/factors used in medical textbooks using 5-point Likert scales. The population surveyed included year 1 to 5 medical students at Alfaisal University, where students are admitted to medical school directly after high school, with an approximately equal male-to-female admission rate. Students were asked to rate the effectiveness of the following tools: chapter summary, end-of-chapter questions, tables of contents, graphic elements, diagrams, tables, flowcharts, mind maps, sidebars, and links to online resources. In admission, they were asked to rate textbooks regarding the following elements/factors: text clarity, directness to the concept intended, flow of ideas, language complexity, and clinical (vertical) and multidisciplinary (horizontal) integration. The Chi-square, post-hoc, Spearman’s correlation, and Kruskall-Wallis tests were used in the statistical analysis to determine the differences and correlations in the students’ self-ratings of different variables. Results The students rated tools such as diagrams and graphic elements as the most effective. Graphic elements were rated as significantly more effective by first- and fourth-year students. This corresponds to being exposed to new environments (the first exposure to the study of medicine and the first exposure to clinical clerkship), indicating their effectiveness in introducing new concepts and setting of change. Furthermore, end-of-chapter summaries and questions were rated significantly as being more effective by females (P<0.05). The aim behind using textbooks and the frequency might be governed by how students rate textbooks regarding multiple elements or factors, including directness to the concept intended, flow of ideas, and language complexity. Interestingly, all the above findings were consistent throughout all grade point average groups. Discussion In the rising age of e-learning, our study shows that the tools employed by textbooks remain effective. Our findings are partially consistent with existing literature, which underscores correlations between demographic variables and learning styles. We show that the effectiveness of various tools employed in textbooks can vary depending on the educational setting. While demographic factors generally did not impact students' perceptions of tool effectiveness, gender-specific differences were observed in the perceived effectiveness of end-of-chapter summaries and questions, with female students rating them as more effective, which aligns with existing literature. Conclusions Our study shows that students still perceive the tools employed by textbooks as effective. The perceived effectiveness of various tools utilized within textbooks may be influenced by certain demographic factors and settings, with graphics often proving the most efficacious. This study provides valuable insights for authors of medical textbooks, helping them optimize the usage of various tools by considering the specific characteristics and requirements of the intended audience.
... Following any findings of significant differences between neural oscillations, the authors examined the student's academic motivation and preferred learning styles. For the use in this study, Pintrich's Motivated Strategies for Learning Questionnaire (MSLQ) and Fleming's VARK were utilized and will be discussed further later in the paper [7,8]. A final aspect of review is to determine whether demographic factors, such as socioeconomic status or gender, influence the alterations in neural oscillations and/or motivation factors and preferred learning styles. ...
... The VARK, by Fleming [8], examines the student's preferred learning style by considering different scenarios and presenting solution paths that correspond to those learning styles. These responses are summated and indicate the individual's preferred learning style: visual, auditory, reading, or kinesthetic. ...
Conference Paper
Design based curriculum has been identified as a vital component for engineering education. In the decade since ASME Vision 2030 Project (V2030) strides have been achieved in the implementation of these guidelines into post-secondary institutions. Such is seen in the criteria for accreditation by ABET, which includes an explicit requirement for design to be present in engineering programs. This study is a continuation of previous work examining the effect of design problem modality. Design problem modality describes the method in which design problems are presented to the students. For this study, design problems were presented to the students through either an auditory description or a kinesthetic (hands-on) example. Participants are gathered from an engineering design cornerstone course at Florida Polytechnic University. The tool utilized to examine neural oscillations in this study is the electroencephalograph (EEG). To further examine the effects of these modalities, a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) and the learning style questionnaire VARK are utilized to extend the comprehension of the impact. Including demographic data of the participants, an encompassing understanding of problem modality on student's can be achieved. The results showed differences in neural oscillations in the beta high frequency range with differing design problem modality, however the order in which the design problems were presented showed no such correlation. Further examination found a correlation between the perceptions of a design problem, such as difficulty, and the design problem modality, as well as a participant's satisfaction with the design problem order.
... One of the most common pedagogical misconceptions is about individual learning styles and their supposed impact on learning success (An & Carr, 2017;Dekker et al., 2012). The learning styles myth states that individuals learn better when they receive information in their preferred sensory modality during learning (Fleming & Mills, 1992;Vester, 2004). Coffield et al. (2004) identified more than 71 different classification schemes for learning styles worldwide. ...
... Coffield et al. (2004) identified more than 71 different classification schemes for learning styles worldwide. While the VARK model (visual, acoustic, reading, kinaesthetic; Fleming & Mills, 1992) is widespread in English-speaking countries, Vester's (2004) classification system distinguishes between visual, acoustic, kinaesthetic, and intellectual learners and is prominent in German-speaking countries. Despite minor differences in the specific learning styles, all models focus on the relationship between individual learning styles and learning outcomes. ...
Article
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Background: The learning styles myth is prevalent among (pre-service) teachers. Research shows that texts and podcasts refuting misconceptions and contrasting them with scientific concepts can effectively dissolve such misconceptions through cognitive conflicts, encouraging the reflection of one's beliefs. However, it is unclear if texts and podcasts differ in refuting pre-service teachers' misconceptions. Aims: We investigated if conceptual change texts and podcasts have different potential for inducing conceptual change among pre-service teachers regarding their beliefs in the learning styles myth, compared to an expository information presentation immediately and up to eight weeks after the intervention. Sample: 116 pre-service teachers participated in the short term, and 100 in the long term. Methods: The experimental study used a 2 x 2 x 4 mixed-design (manner of information presentation: conceptual change vs expository; medium: podcast vs text; time: immediately before and after the treatment as well as four and eight weeks later). Participants were randomly assigned to one of four conditions. Students' beliefs were measured at all four measurement points. Results: The conceptual change conditions led to a stronger decrease in students' beliefs than the expository conditions in the short term (p < 0.01, η 2 = 0.08) and the long term (p = 0.03, η 2 = 0.04). Text and podcast were equally effective in the short term (p = 0.62, η 2 = 0.00, BF 01 = 9.13) and the long term (p = 0.67, η 2 = 0.00, BF 01 = 39.94). Conclusion: Podcasts and texts using conceptual change strategies can effectively dispel pedagogical misconceptions among pre-service teachers up to eight weeks post-intervention.
... Learners are commonly classified as visual, auditory, individual, kinesthetic, tactile, and group learning-oriented (Dunn, 1983(Dunn, , 1984. It is widely believed that visual learners prefer to receive information visually, while auditory-oriented learners prefer auditory signals (Fleming & Mills, 1992;Mašić et al., 2020). Those learners who like to learn individually strongly prefer self-paced, independent learning, whereas kinesthetically oriented learners prefer movement to internalize the concepts they are exposed to (Fallace, 2023;Felder & Spurlin, 2005). ...
... This approach encourages all students to feel active in lessons and learning their language without feeling different from their peers. However, the selfexplanatory learning style theory can be used by teachers to improve students' positive motivation and well-being in learning activities based on their favourite learning style preferences (Fleming & Mills, 1992). Positive learning experiences in the classroom can help foster students' positive psychological needs related to autonomy, competence, and relatedness, thus leading to students' enhanced long-term learning in language learning managed by the teacher. ...
Article
Self-determination theory (SDT) has been the subject of pioneering studies in recent years. SDT is centered on the basic psychological needs of autonomy, competence, and relatedness and their necessary role in self-determined motivation, well-being, and growth. The objective of the present research was to investigate the relationships between learning style preference, motivational regulation, and psychological well-being of 417 EFL students at the intermediate level in private schools in three provinces in Iran. The researchers collected the data via electronic surveys using the Perceptual Learning Style Preference Questionnaire, Academic Motivation (AM) Scale, Basic Psychological Needs Satisfaction Measure, and Psychological Well-Being (PWB) Scale. The quantitative analyses using structural equation modelling showed positive correlations between the learning style preferences and AM and the PWB. Moreover, the satisfaction level with needs was a significant factor in predicting AM and PWB scores. The study highlights the importance of recognizing and accommodating diverse learning styles in educational settings and the significance of needs satisfaction in fostering intrinsic motivation and overall well-being among EFL learners. These findings emphasize the need for practitioners to target and tailor their pedagogical strategies to meet the needs of their learners and create a learning environment that fosters the three psychological needs as determined by SDT.
... All participants attended a theoretical class on specialized anatomy of the temporal bone, where basic concepts were addressed from its format, location, functions, and detailed explanation of each structure that would compose the activity. These structures: (1) Mastoid process, (2) Styloid process, (3) Mandibular fossa, (4) Articular eminence, (5) Zygomatic process/arc, zygomatic (both answers can be considered correct, depending on marking), (6) External acoustic meatus, (7) Squamous part of temporal bone, (8) Petrous part of temporal bone, (9) Internal acoustic meatus, (10) Stylomastoid foramen. During the entire theoretical class, images of the temporal bone taken from anatomy atlases were used, with the intention that students remembered the anatomical concepts without having prior contact with the parts that would be evaluated in the second stage of the study. ...
... In a study involving 419 preclinical medical students, Liew et al. 2015 demonstrated that most students preferred kinesthetic learning [15]. This learning modality enphasizes the importance of engaging the senses -sight, hearing, and touch -when interacting with the object of study to facilitate learning [8]. In this sense, the use of natural bone and a printed three-dimensional model would have an advantage over the virtual model. ...
Article
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Purpose The current study proposes the comparison of the visualization and identification of anatomical details between natural human temporal bone, its respective copy from three-dimensional printing, and the virtual model obtained from CBCT. Methods The sample consisted of undergraduate students in Dentistry (Group UE, n = 22), Postgraduate students in Radiology and Imaging (Group P-RI, n = 20), and Postgraduate students in Forensic Odontology (Group P-FO, n = 24). All participants attended a theoretical class on specialized anatomy of the temporal bone and subsequently performed the markings of 10 determined structures. Results The number of correct identifications was similar in natural bone and printed three-dimensional models in all groups (p > 0.05). The virtual model showed a significantly lower number of correct structures (p < 0.05) in the 3 groups. In general, there were significantly higher percentages of accurate answers among postgraduate students compared to undergraduate students. Most graduate students believed that the printed three-dimensional model could be used to teach anatomy in place of natural bone, while undergraduate students disagreed or were unsure (p < 0.05). Regarding the virtual tomographic image, in all groups, students disagreed or were not sure that its use would be beneficial in replacing natural bone. Conclusion Three-dimensional and virtual models can be used as auxiliary tools in teaching anatomy, complementing practical learning with natural bones.
... While little is known regarding the best methods of creating and disseminating found poetry, researchers suggest that content should be tailored for different learning styles and needs, as study participants may have different preferences for receiving findings [13]. The Visual, Aural, Read/Write, and Kinesthetic (VARK) classification system of learning styles suggests that learners with each learning style learn best from specific formats [14,15]. We utilized VARK classifications to create different dissemination formats appealing to each learning style. ...
... After providing electronic consent, participants were routed to a brief demographic and health questionnaire. They were then automatically randomized into one of the following four dissemination methods informed by VARK learning classifications [14]: 1) listening to an audio recording of the found poem (aural), 2) reading the found poem (visual, reading/writing), 3) listening to an audio recording of the found poem while reading it (visual, aural, reading/ writing), or 4) watching a video in which an audio recording plays while the text of the poem is displayed (visual, aural, reading/writing, kinesthetic). The randomization allocation sequence was generated by author BW. ...
Article
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Objective Investigators should return study results to patients and families facing cancer to honor their research contributions. We created a found poem from transcripts of sexual and gender minority (SGM) couples facing cancer and returned it to study participants. Methods Participants were randomized to receive the found poem in text, text and audio, audio, or video format, completed dissemination preferences and emotion questionnaires, and open-ended questions about their experience receiving the poem. Results Participants preferred the format they received (n = 15, 75.0%), with text-only and combined text and audio formats evoking the greatest number of emotions (n = 13 each). The following categories and subcategories were identified: dyadic experiences (support, strength, depth, durability); dissemination preferences (timing, method); emotion (positive, negative); utility of the found poem (affirming; fostering reflection; not useful or inaccurate, and sense of community). SGM participants utilized positive emotion, affirming, and a sense of community with greater frequency than non-SGM participants. Conclusion Innovative approaches to dissemination are acceptable; providing choices in how and when participants receive results may increase engagement; and SGM versus non-SGM groups may describe dyadic experiences differently. Innovation Returning study results via found poetry is an innovative way to honor research participants facing cancer.
... Use of Technology (UTAUT) model [6], Family Involvement Questionnaire (FIQ) [7], Family-School Relationships Survey [8], Intrinsic Motivation Inventory (IMI) [9], Concerns-Based Adoption Model (CBAM) in specific, Stages of Concern (SoC) [10] ,and Visual, Aural, Read/Write, Kinesthetic (VARK) [11]. ...
... The proposed framework adapted questions from several different frameworks, namely, UTAUT [ Survey [8], IMI [9], and VARK [11]. The questions were edited to ensure the suitability to the targeted respondents. ...
Article
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Traditional method of teaching poses two significant problems – not all students learn alike, and the physical interaction needed poses health risk during pandemic. As such, for these students, an alternative learning method such as those that uses natural user interface (NUI) can be considered. This method would be beneficial for kinesthetic type learners and can be conducted remotely. The alternative learning program is a complementary method, thus still incorporates the current subject syllabus. However, the delivery, learning and execution of the syllabus will be varied. In minimizing these gaps found in the current Malaysian education system, a conceptual framework utilizing Microsoft Kinect is proposed. Since this is a new framework, a pilot study is needed to gauge the validity and reliability of the survey instrument prior to embarking on further study on the outcome of the alternative learning program. Face and content validity conducted on the questionnaire were found to be clear, not confusing, and measures what the questions were supposed to measure. Reliability measured using Cronbach’s Alpha indicated values above the acceptable range. Thus, these results indicate that the instrument is valid and reliable to be applied for data collection in the future study to assess the intention of Malaysian students to adopt an alternative medium for learning.
... Fleming and Mills introduced the VARK model, which categorizes learning preferences into four primary sensory modalities: visual, auditory, read/write, and kinesthetic. The VARK questionnaire aids students in identifying their preferred sensory modality, encouraging them to adapt their study methods accordingly, thereby promoting multimodal teaching approaches and metacognitive strategies [15]. ...
Article
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This study addresses the United Nations 2030 Agenda Sustainable Development Goals 4, 8, 10, and 12 by developing a resource-efficient tool that promotes equitable quality education and lifelong learning opportunities, supports decent work and economic growth, reduces inequalities, and ensures sustainable consumption and production patterns. This study contributes to sustainable education by providing a tool that is designed to be easy to use, easy to modify, and resource-efficient, making it accessible to institutions with limited technological resources. The tool uses artificial intelligence and a long short-term memory (LSTM) neural network to provide personalized teaching, adapting to the unique learning styles of its users. A custom survey adapted from the Felder–Silverman model was used to track weekly learning style transitions among 72 engineering students at the Faculty of Engineering at the University of Los Llanos. These data were used to build the LSTM model to predict learning style transitions over a 16-week semester. Two interfaces were created: one for instructors, integrating the LSTM model, and one for students, incorporating a custom survey. An OpenAI API-powered chat was also built into both interfaces to provide study advice to students according to their styles and enable professors to personalize their teaching methodologies in engineering education.
... Finally, the kinesthetic modality interaction: touching, feeling, tasting, or doing. 14 Many students do not fall into only one of these categories. The VARK Inventory assigns these to one of two multimodalities. ...
Article
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The integration of Artificial Intelligence (AI) is transforming design education by automating processes and enhancing learning. Early exposure to AI offers students a competitive edge in critical thinking and problem-solving. AI tools can inspire space planning, improve workflow, reduce cognitive load, and foster creativity. This study explores how the VARK model, which categorizes learning styles into Visual, Auditory, Reading/Writing, and Kinesthetic, influences student engagement with AI tools. In an interior design classroom study involving 32 sophomore students, AI tools were used to create floor plans and generate 3D images. The study assessed the correlation between learning styles and technology acceptance. Results revealed no strong correlations between individual learning styles and perceived ease of use, perceived usefulness, or actual use of AI tools. However, visual and kinesthetic learners displayed higher engagement, suggesting that these modalities may benefit more from AI-enhanced design education. The study also confirmed that perceived ease of use and usefulness are critical factors in technology acceptance, aligning with the Technology Acceptance Model (TAM). The findings suggest that AI tools can be broadly effective across diverse learning styles, with a universal perception of their utility in design education. This research highlights the potential of AI to support creative problem-solving and prepare students for future challenges in a digital design landscape. While learning styles influence engagement, AI tools’ usability and educational benefits are consistently recognized, demonstrating their transformative potential in design education.
... According to the VARK learning styles model, most people can be categorized according to their preferred learning method: visual, auditory, or kinetic. Some students would find it more beneficial to learn using a combination of two or more learning modalities, such as visual and read/written, auditory and kinesthetic, and so on [17], [18]. They defined learning styles as the learner's preferred method of receiving knowledge, information, experiences, how he organizes, records, integrates, and retains this information in his cognitive repository. ...
Article
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Learning styles are a topic of interest in educational research about how individuals acquire and process information in offline or online learning. Identification of learning styles in the online learning environment is challenging. The existing approaches for the identification of learning styles are limited. This study aims to review the many learning styles characterized by various classification approaches toward the automatic prediction of learning styles from learning management system (LMS) datasets. A systematic literature review (SLR) was conducted to select and analyze the most pertinent and significant papers for automatically predicting learning styles. Fifty-two research papers were published between 2015-2023. This research divides analysis into five categories: the classification of learning style models, the collection of the collected dataset, learning styles based on the curriculum, research objectives related to learning styles, and the comprehensive analysis of learning styles. This study found that learning style research encompasses diverse theories, models, and algorithms to understand individual learning preferences. Statistical analysis, explicit data collection, and the Felder-Silverman model are prevalent in research, highlighting the significance of algorithm improvement for optimizing learning processes, particularly in computer science. The categorization and understanding of various methods offer valuable insights for enhancing learning experiences in the future.
... The VARK Learning Style Model has been developed by Neil Fleming since 1987 which classifies students based on one's sensory inclinations in processing information. VARK is an acronym representing the 4 main dimensions of the quoted model: Visual, Auditory, Reading and Kinesthetic (Fleming, 1992). ...
... Among the different forms of intelligence, Gardner identified visual-spatial intelligence as the ability to visually perceive the world accurately and to evaluate and modify these perceptions based on experience even without the physical presence of the original stimulus. The multiplicity of individual capacities is also the basis of Fleming and Mills' [6] theory of multiple learning, according to which there are four sensory modalities that are used to learn information: visual, auditory, verbal, and kinaesthetic. The first visual modality describes the preference for graphic representations of information and is traditionally the one most used in the processes of communication and interpretation of reality. ...
... Moreover, students exhibit diverse learning preferences, including visual, auditory, read-and-write, and kinaesthetic (Fleming & Mills, 1992). Approximately 50-70 % of students have multiple learning styles or multimodal preferences. ...
Article
This study aimed to explore how a group of English as a second language students (ESL) of a Management Faculty at a state university in Sri Lanka perceived the usefulness and ease of use of Facebook (FB) as a tool for Continuous Assessment (CA). It was imperative to assess students' perceptions regarding the implementation of FB for CA, as it represents a novel concept within the institute where this study took place. The study involved 257 participants, 191 females and 66 males. Data were collected through two open-ended questions, and the measurement scales developed and validated by Davis (1989) were used to analyze the usefulness and ease of use of FB. Findings indicate that most of the participants perceive FB as a useful tool for CA. As for its ease of use, only a few participants commented. The study's conclusion suggests that while FB has potential as a tool for CA, improvements are necessary regarding its ease of use. This study contributes to the current debate on the use of social media platforms as tools for CA, in higher educational contexts.
... [8][9][10]15,16 This body of work has co-produced tailored falls prevention education programs, incorporating a suite of multi-media resources, for different populations of older people. [8][9][10]15,16 Providing multi-media resources caters for a range of adult learning styles with visual (video), auditory (audio), read / write (cards / brochure) and kinaesthetic (actions) modalities addressed 30 to maximise potential engagement. Our safety messages use rhymes and graphics, which have been shown to assist in effective processing and recall of information across the lifespan. ...
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Frail, older people receiving supportive care in the home are at high risk of falls and functional decline that leads to either unplanned hospital admissions or permanent residential care, making it difficult to safely remain at home. Community home care organisations are well positioned to deliver high quality falls prevention programs if staff are suitably trained. This research aims to train community home care workers to deliver a fall prevention program to home care clients and evaluate program implementation and effectiveness. A 2-phase hybrid effectiveness-implementation, pre- post design using a realist approach will be undertaken with a home care organisation. Home care workers, comprising community therapy assistants and community support workers, employed by the organisation will be trained to deliver the program by the organisation’s allied health professional staff using a train the trainer model. A multi-media falls prevention program (education and exercises) will be tailored to the client’s falls risk profile to raise falls awareness and promote physical activity and self-management. Clients receiving home care from the organisation will be recruited. Implementation of the program will be guided by the Consolidated Framework for Implementation Research, barriers and enablers will be identified at the client, staff, and organisation levels. Program effectiveness will be determined through client engagement, program satisfaction, knowledge acquisition, attitudes and enactment of falls prevention strategies, changes in functional mobility, falls and falls injuries and a cost-consequence analysis. If successful, home care clients may enhance their functional mobility and reduce their risk of falling, allowing them to stay safely at home. Home care organisations could positively contribute to the sustainable development of a well-trained workforce delivering evidence-based programs.
... One of the models is Kolb's proposal (1984); he considers that individual preferences, perception, information analysis, and experience influence learning; for him, LSs are convergent, divergent, assimilators, and accommodators. An additional model is the one proposed by Fleming and Mills (1992), who states that students use their senses to learn and deal with the information presented to them in their learning environment. To this end, they suggest the LSs: visual, auditory, reading-writing, and kinesthetic sensory modalities. ...
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Student learning styles and gamification benefit academic performance. This case study aimed to identify the language learning experiences of students with different learning styles in a gamified learning class. Nine participants between 19 and 32 years old were interviewed in an English II semi-school course at the Faculty of Administration of a higher education institution in central Mexico. The results indicated a high preference for the visual and dependent styles, positive perceptions towards gamification, a change of attitude towards learning English, and improvement in vocabulary, listening comprehension, and pronunciation. It is concluded that gamification and students' learning styles increase their inclination to learn English.
... Även i sammanfattningarna från seminarierna märks denna betoning på uttolkningar av doktriner. Det tyder på en dominerande inlärningsstil som betonar definitioner, analyser och argument, och som i VARK-modellen kallas "read and write" (Fleming & Mills 1992;Hedin 2006). VARKmodellen tydliggör genom vilka sinnesorgan som information tas in: v för visuellt, a för auditivt, r för "read and write" samt k för kinestetiskt. ...
Article
Hur kan erfarenhetsbaserat lärande medverka till att vidga studenters förståelse för sin omvärld samtidigt som kunskapsinhämtning sker? Artikeln presenterar och diskuterar en fenomenografisk övning som använts på grundnivå inom ämnet religionsvetenskap, och argumenterar för att erfarenhetsbaserat lärande, även på kurser med små resurser, kan användas för att påbörja en ”conceptual change” (Posner et al 1982) hos studenterna. Övningen som presenteras, Levande buddhistisk etik, kombinerar postkoloniala och mångkulturella ansatser i undervisningen. En utvärdering visar att övningen och dess efterföljande diskussioner hjälpte studenterna att konkretisera momentets begreppsundervisning. Studenterna aktiverades i en ny lärsituation som hjälpte dem att omstrukturera sina tidigare kunskaper om buddhism och tillägna sig nya perspektiv. Samtidigt gavs läraren möjlighet att uppmärksamma om studenterna konstruerade bristfällig eller till och med felaktig kunskap om det buddhistiska karma-begreppet.
... An example of accommodating these styles would be to provide information for learners categorized as "visual" in pictures, learners categorized as "auditory" would process the same information best aurally, and learners categorized as kinesthetic would have a hands-on activity (Dunn and Dunn, 1975). Then, a read/write category was added making it the VARK typology for learners who were thought to best process information through reading verbal information (as opposed to visual learners who better processed pictures; Fleming and Mills, 1992). ...
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Learning styles have been a contentious topic in education for years. The purpose of this study was to conduct a meta-analysis of the effects of matching instruction to modality learning styles compared to unmatched instruction on learning outcomes. A systematic search of the research findings yielded 21 eligible studies with 101 effect sizes and 1,712 participants for the meta-analysis. Based on robust variance estimation, there was an overall benefit of matching instruction to learning styles, g = 0.31, SE = 0.12, 95% CI = [0.05, 0.57], p = 0.02. However, only 26% of learning outcome measures indicated matched instruction benefits for at least two styles, indicating a crossover interaction supportive of the matching hypothesis. In total, 12 studies without sufficient statistical details for the meta-analysis were also examined for an indication of a crossover effect; 25% of these studies had findings indicative of a crossover interaction. Given the time and financial expenses of implementation coupled with low study quality, the benefits of matching instruction to learning styles are interpreted as too small and too infrequent to warrant widespread adoption.
... Moreover, it can help the students learn autonomously without the teacher's guidance (Olasina, 2017, as cited in Alobaid, 2021) from their houses whenever they like (Hasan et al., 2018). YouTube can also be highly beneficial for visual and audio learners (Zaidi et al., 2018) due to their innate abilities to absorb information better in visual formats (Fleming & Mills, 1992, as cited in Zaidi et al., 2018). YouTube can also be seen as authentic material for teaching English language macro skills (Styati, 2016, as cited in Cahyana, 2020 due to its nature of allowing its users to express themselves freely. ...
... Other obstacles to online learning relate to its impact on the physical and mental health of learners and teachers. Fleming and Mills (2017) describe four key learning styles used in education -visual, aural, read/write, and kinesthetics. These are popularly abbreviated as VARK. ...
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Aim: This study was undertaken to explore what types of continuing professional development (CPD) clinical training courses Healthcare Assistants think should be conducted by face-to-face or online methods. Methodology: A purpose-built piloted questionnaire was utilised to collect data. A total of 71 completed questionnaires were included in the data analysis. The participants were all consenting adults aged between 20 - 61 years. Results: The face-to-face learning method was thought of as the preferred method by 45/71 (63%) of the participants while 9/71 (14%) of the participants thought of online learning as their preferred method. Interestingly, 17/71 (23%) thought of blended learning as their preferred method. Among 20 popular CPD courses, participants preferred 16/20 (80%) for the face-to-face training method and 3/20 (15%) of the courses for online training methods. There was an equal preference for 1/20 (5%) course. Conclusion: The face-to-face training/learning method remains the dominant preference for HCAs, but online training/learning is gaining popularity, especially among younger computer-literate learners. A blend of the two methods may satisfy proponents of traditional teacher-centric training/learning styles on one hand and those supporting digitally aided student-centric training/learning on the other.
... Specific to chemistry, Johnson and Mayer (2009) underscored the value of interactive simulations in teaching complex subjects. The "Periodic Table Card Game" serves a similar purpose but through physical interaction, which can cater to kinesthetic learners who benefit from tactile experiences (Fleming and Mills, 1992). Furthermore, the social aspect of gameplay in education has been shown to foster collaborative learning environments, where students learn from each other in a natural setting (Qian and Clark, 2016). ...
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This book is a comprehensive compilation of articles covering various topics in social science, science and technology, literature, and product innovation. Each article is carefully selected and peer-reviewed by experts in the respective fields. This ensures that the content is of the highest quality and provides valuable insights into the latest developments. Moreover, these proceedings also aim to guide readers towards emerging mainstream topics, making it a valuable resource for researchers, academics, and professionals seeking up-to-date information and guidance in these areas. The collections are available online (https://zenodo.org/communities/apsproceedings/) and indexed by OpenAire and DOI provided by Zenodo.
... Participants were asked to rate the level of usefulness of common classroom activities according to them. Activities listed in the questionnaire corresponded to four types of learning styles: Visual, Auditory, Reading/ Writing, and Kinesthetic (The VARK model; Fleming & Mills, 1992). The model was chosen since it was most likely to reflect the experiences of teachers and students. ...
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Gifted students are often characterized as those who demonstrate distinctive characteristics, both intellectually and emotionally. Thus, they may have learning needs that are distinctive from non-gifted ones. Failure to meet the needs of these learners may lead to their low motivation, low attention, and consequently low achievement in their learning processes. Although gifted education in Vietnam has got a relatively long history, gifted English as a Foreign Language (EFL) remained somewhat under-researched and poorly understood. Studies that focus on learning needs of gifted EFL students in Vietnam are almost undetectable. This study thus aimed at discovering learners’ and teachers’ perceptions of gifted EFL students’ learning needs. Data were collected through questionnaires and interviews with 137 gifted EFL students and five English teachers working with these students. Findings from the study suggest that: (1) among 7 key components of English language, oral skills including speaking, listening and pronunciation were perceived as most important, meanwhile output skills namely speaking and writing appeared to be most challenging; (2) teaching activities that focus on oral skills and self-directed learning (i.e., presentation, debate, discussion, self-study, projects, etc.) are considered most effective and engaging to this group of students; (3) students’ commitment to study was generally high but motivation for advanced English lessons and National Talent Competitions, was not as high as expected. These findings contributed to the limited literature on gifted students, particularly gifted EFL students in Vietnamese context, highlighted the need to reconsider the goals and missions of gifted education in Vietnam, and had important implications for curriculum and instructional design for this unique group of learners.
... Notably, the Dunn and Dunn model [64] places importance on perception channels, which are particularly influential in the United States. The VARK (visual, aural, read/write, and kinesthetic) model of N. D. Fleming [65,66] is among the most popular. Finally, models like those developed by Honey and Mumford [44] and Alonso et al. [36] also belong to this category. ...
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In this work, we study the persistence of some fundamental previous ideas in physics in a group of freshmen at the Universidad Politécnica de Madrid (Spain). For this purpose, we analyze the answers to a questionnaire consisted of 24 multiple-choice items, most of them borrowed from the Force Concept Inventory (FCI). Our study is performed in two different ways by using, on the one hand, classical test theory and, on the other hand, the Pearson product–moment correlation. The survivance of some of the previous ideas at the end of the course is assessed by comparing and critically analyzing the answers of the students to the same test at the beginning and the end of the term. A possible connection with Honey–Alonso learning styles (LS) is also discussed. The results yielded by our study demonstrate the persistence of some of the initial and previous ideas, no matter the students’ previous qualifications or their current LS.
... In addition, different models of learning styles were developed over the past 5 decades (Chen and Wang, 2017). One of these learning style models is by Fleming and Mills (1992) called the VARK (Visual, Auditory, Reading and Writing, and Kinesthetic) model which will be used by this study in identifying the learning styles of the students. According to Chen and Wang (2017), there is a mixed results regarding the effect of individual differences on learning outcomes with technology-assisted instruction. ...
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This study aimed to investigate the perception of STEM students (n = 147) on using mobile Augmented Reality (AR) across gender and learning styles in physics online classes. It utilized embedded mixed-method research and purposive sampling. An instrument named Students Perception in Integrating Mobile AR in Physics Class was developed and has undergone a series of validations such as item generation from literature review, content validation, cognitive interview, pilot testing, and exploratory factor analysis revealing two factors, CFA with indices that are of acceptable value, and good Cronbach alpha (α = 0.86) for reliability. Mean, standard deviation, percentages, two samples t-test, and thematic analysis were used to analyze the data. Results revealed that all students have a source of internet connection as well as a device to use and most of them have a very stable to somewhat stable internet connection. Positive feedback was shown in terms of overall learning experience and perception across gender and learning styles. However, in terms of overall usability, females have more ease of use compared to males and kinesthetic learners only have a positive response. It was also found that there is no significant difference across gender. Moreover, the integration of AR in a physics lesson has received excellent responses from both students with and without prior experience in a classroom setting. All of the difficulties the students encountered were technological in nature. There are also opportunities to improve the integration of mobile AR in the technical and learning process. These results suggest that teachers should integrate mobile AR in online physics classes but should consider factors such as Internet connection, device, gender, and learning styles in developing the application.
... Active learning strategies (Prince, 2004) foster student engagement through methods like group discussions and hands-on projects, promoting both technical understanding and language practice. Multimodal learning (Fleming and Mills, 1992) acknowledges diverse learning preferences. ESL engineers benefit from visual aids and multimedia resources, aligning with engineering education principles that leverage diverse communication modes in the technical domain. ...
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This research explores the engineering stream within the context of globalization, emphasizing the pivotal role of soft skills, especially for ESL (English as a Second Language) engineers. As the engineering workforce becomes more diverse and geographically dispersed, effective cross-cultural communication and collaboration have become imperative. Language barriers in ESL engineering environments not only lead to communication breakdowns but also impact teamwork, leadership, and project success. To address these challenges, interventions such as language training programs, mentorship initiatives, and cultural competence workshops are essential for ESL engineers to develop and demonstrate soft skills. Drawing on language acquisition theories—Behaviourist, Cognitive, Innatist, Interactionist, and Input Hypothesis—this study proposes strategies for enhancing language proficiency among ESL engineers in engineering education and professional development. Moreover, the integration of engineering education principles, including Problem�Based Learning, Active Learning Strategies, Multimodal Learning, and Project-Based Learning, offers a comprehensive framework to align language learning with the technical demands of the engineering profession. Cultural sensitivity emerges as a foundational element for effective communication in ESL engineering teams, fostering an inclusive environment and reducing the likelihood of conflicts. The study concludes by suggesting the adaptation of existing soft skills assessment models to the linguistic and cultural context of ESL professionals, paving the way for targeted interventions and enhanced interpersonal skills in the globalized engineering field. Keywords: Theoretical, Assessing, Soft Skills, ESL, barriers, acquisition theories. Engineering, language, models
Chapter
The advent of Artificial Intelligence (AI) has revolutionized the landscape of education by enabling highly personalized learning experiences. This chapter explores the integration of AI in smart education systems to determine and adapt to diverse learning styles, thereby enhancing student engagement and outcomes. By leveraging advanced AI algorithms, educational platforms can analyze students' behavior, preferences, and performance data to tailor content and teaching methods that align with individual learning styles. This adaptive approach not only fosters a more inclusive learning environment but also maximizes the effectiveness of educational delivery. The study delves into various AI techniques, such as machine learning, natural language processing, and data analytics, which are pivotal in developing smart education systems capable of continuous learning and improvement. Additionally, the paper highlights the potential challenges and ethical considerations associated with implementing AI-driven personalized learning in education.
Chapter
The OPTIMAL Theory of Motor-Skill learning—Optimizing Performance Through Intrinsic Motivation and Attention for Learning—identifies three factors we need to succeed. First, enhanced expectations help us to expect reward, so we put in the necessary effort to obtain it. Positive feedback is a key in continuing to expect the best results. Second, autonomy helps us to put the task first by reducing concerns about our abilities or how we manage ourselves. Third, external focus of attention optimizes our motion and musicality when we plan and make motor movements. The OPTIMAL theory holds that reward, satisfaction, and success can flow in a virtuous and positive cycle for rewarding, successful practicing. I introduce external focus cues that coordinate with different kinds of learning and cover a sampling found in recent research that benefits musicians. High-level external-focus cues incorporate our senses and emotion. Finally, I suggest a summary for incorporating all the methods presented in Chaps. 3–5, covering both explicit and implicit learning for musicians.
Chapter
Experiential Learning (EL) can effectively promote an overall well-rounded and meaningful university experience in-person and online and empower students to “explore cultures, life experiences, and worldviews different from their own” (Kuh, 2008). Since 2020, a variety of diversity-oriented and globally focused (virtual) EL components have been implemented in intermediate and advanced Italian language courses at the University of Toronto Mississauga (UTM), tapping into students' interests and exposing them to ‘real-world' applications. Authentic EL activities such as virtual live tours, collaborative projects, writing workshops and capstone experiences enhanced communicative abilities and writing skills, bridging the gap between theory and practice. The EL opportunities, regardless of lecture-delivery mode, position students as constructors of knowledge and continue to elevate the Italian Studies (IS) classroom as a learning space.
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In the rapidly evolving landscape of education, understanding the factors that contribute to students' academic success is more critical than ever. This study aimed to conduct a comparative analysis of the meaning of life, academic motivation, learning styles, study habits, and academic achievement between university and college students across different educational institutions. Using a sample of 800 participants, equally divided between university and college students, data were collected through validated questionnaires, including the Purpose in Life Test, Academic Motivation Scale, VARK Learning Styles Questionnaire, and Study Habits Inventory. Academic achievement was assessed using students' GPA records and their most recent semester results. Descriptive statistics, independent samples t-tests, and correlation analyses were employed to analyze the data. The results indicated that university students exhibited significantly higher levels of meaning of life, academic motivation, and study habits compared to college students. Positive correlations were identified between meaning of life and academic motivation, as well as between study habits and academic achievement, suggesting that these variables are interlinked in influencing student performance. Furthermore, regression analysis demonstrated that academic motivation, learning styles, and study habits significantly predicted the meaning of life in students, accounting for 62% of the variance. The study's findings underscore the importance of fostering educational practices that enhance intrinsic motivation, promote a sense of purpose, and support effective study strategies in students. These insights are crucial for educators, policymakers, and institutions aiming to create learning environments that facilitate both academic success and personal development. Limitations of the study include its reliance on self-reported data and the relatively homogenous sample, suggesting that future research should focus on more diverse populations and longitudinal approaches to understand the long-term effects of these educational factors on student outcomes.
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The article is dedicated to the study of sensory modalities in advertising discourse. Advertising discourse refers to the language and communication strategies employed in advertising messages as cohesive texts deeply embedded in real-life contexts amidst numerous accompanying background elements within an integrated communicative environment. It encompasses the linguistic choices, persuasive techniques, and stylistic features used to convey marketing messages to a target audience, aiming at attracting attention, creating desire, and encouraging action, typically towards purchasing a product or service. The aim of this article is to analyze the ways of realizing sensory modalities in advertising discourse. The object of the research is advertising discourse, the subject being manifestations of sensory modalities in advertisements. The factual material of the research was selected from the collections of popular or iconic advertisements. Advertising discourse often appeals to emotions and utilizes visual elements to communicate the intended message effectively and influence consumer behaviour. The heterogeneity of advertisements, represented by a phrase alone or in combination with a static or dynamic visual image or acoustic accompaniment, these combinations vary significantly, increasing the desirability of the advertised product to impress us daily. Different sensory modalities — visual, associated with images; auditory, associated with sounds and their perception; and kinesthetic, associated with physical sensations, as well as their manifestations, reflected in certain speech predicates –influence how we think, feel, mentally represent our experiences and make choices. The application of sensory modalities in advertising discourse is observed on three levels: on the first level, we deal with the material representation of the advertising message that results in different communicative types of advertisements; on the second level, the preferred representational system is revealed via predicates or the sensory-based words; on the third level, product names, pragmatonyms, become the bearers of sensory information, consequently appealing to human senses.
Article
Introdução: Os estilos de aprendizagem referem-se às preferências e tendências individuais que as pessoas têm ao aprender e processar novas informações. Essas preferências influenciam a forma como uma pessoa capta, organiza e retém o conhecimento. Entender os estilos de aprendizagem é importante porque a partir disso podemos trazer uma maior personalização ao ensino, permitindo que educadores adaptem as metodologias para atender às necessidades de diversos alunos. Objetivos: Identificar os estilos de aprendizagem dos profissionais de saúde que realizaram cursos de curta duração assistencial e conhecer o formato de curso de sua preferência. Método: Estudo retrospectivo descritivo de caráter quantitativo com 358 participantes respondentes a um questionário sociodemográfico e 256 indivíduos respondentes de forma completa ao Inventário de Kolb, que é um questionário referente ao estilo de aprendizagem. As análises foram realizadas com o auxílio do programa SPSS na versão 29 e considerando nível de significância 5%. Resultados: Os estilos de aprendizagem dos profissionais de saúde que realizaram cursos de curta duração assistencial foram identificados em Assimilador, Convergente, Acomodador e Divergente (do maior para o menor), de acordo com a Teoria de Kolb. Foi possível identificar relação entre o estilo de aprendizagem e o formato de curso de preferência, sendo que entre os Assimiladores, predominou o formato EAD Assíncrono; para os Convergentes, o Híbrido, para os Acomodadores, o formato Presencial e para os Divergentes, o Híbrido. Conclusão: Foi possível identificar o estilo de aprendizagem dos profissionais de saúde do estudo e o formato de curso de sua preferência.
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Objective: This article proposes to reflect on the process of elaboration of the Course Completion Work (CBT) in the Distance Education (RBS) modality, from the experience experienced by the authors, so that its objective is to contribute to the development of the field in question. Theoretical Reference: In EAD, there are different pedagogical strategies in the achievement of student training in professionals, and CBT is a relevant practice whose methodological design must be constructed in order to contemplate dialogical moments with a view to the best performance of the academics in terms of learning (Oliveira; Flores, 2019). The relevance of CBT as an activity and experience is relevant (Richartz, 2019), so that studying from an EAD Bachelor's course allows us to establish insights both into performing such activity specifically and to think about distance learning in a general way with regard to the development of skills and competencies (Ordones, 2022). Method: Bibliographic review was used to illustrate the processes of a CBT followed by presentation of the report of the experience with the use of diversified tools. Results and discussion: Considering both the advances and the challenges of distance education, among the results discussed in the manuscript stands out its contribution to the discussion about the importance of proposing efficient methodologies in dealing with the strategic use of different educational technologies in order to provide a meaningful learning. Implications of Research: The relevance of the experience exposed in relation to EAD's commitment to academic research is highlighted. Originality/Value: Originality in the field of studies on CBTs in Bachelor's degree courses at EAD, expressing scientific rigor and impact on training, contributing to the strengthening of the professional competences of the academics.
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O presente trabalho de projeto analisa a influência que a implementação do Ecossistema TI-Nspire™ STEM pode ter nas aprendizagens dos alunos e na prática letiva docente. O estudo de caso foi realizado num Agrupamento TEIP, inserido na zona da Área Metropolitana de Lisboa, e no qual participaram 21 alunos, 13 raparigas e nove rapazes, inscritos numa turma do 11º ano de escolaridade, do Curso Ciências e Tecnologias, sem qualquer tipo de experiência na utilização de calculadoras gráficas e sensores em anos anteriores. Participaram neste projeto as disciplinas de Matemática A, Físico-Química A, Biologia e Geologia e respetivas quatro docentes, que implementaram as atividades com recurso ao referido Ecossistema TI-Nspire™ STEM. Para analisar o impacto do projeto recorreu-se a uma metodologia mista, que incluiu a aplicação de um inquérito por questionário aos alunos, enquanto que às docentes foram realizadas entrevistas semiestrturadas. Os resultados sugerem que a introdução do Ecossistema TI-Nspire™ CX, com suas ferramentas pedagógicas TI-Nspire™ STEM, contribui positivamente para a melhoria das aprendizagens dos alunos, promovendo não apenas a compreensão do conteúdo e o desenvolvimento de competências, mas também o envolvimento e a motivação para aprender, assim como estimula práticas pedagógicas que cultivam a autonomia e o interesse dos alunos, promovendo uma reflexão estratégica sobre a melhoria e a continuidade das práticas educativas. This project work analyses the influence that the implementation of the TI-Nspire™ STEM Ecosystem can have on student learning and teaching practice. The case study was carried out in a TEIP Grouping, located in the Lisbon Metropolitan Area, and involved 21 students, 13 girls and nine boys, enrolled in an 11th grade Science and Technology class, with no experience of using graphing calculators and sensors in previous years. The Maths A, Physics and Chemistry A, Biology and Geology subjects and their four teachers took part in this project and implemented the activities using the TI-Nspire™ STEM Ecosystem. A mixed methodology was used to analyse the impact of the project, including a questionnaire survey for the students and semi-structured interviews for the teachers. The results suggest that the introduction of the TI-Nspire™ CX Ecosystem, with its TI-Nspire™ STEM pedagogical tools, contributes positively to improving student learning, promoting not only content understanding and skills development, but also engagement and motivation to learn, as well as stimulating pedagogical practices that cultivate student autonomy and interest, promoting strategic reflection on the improvement and continuity of educational practices.
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This study investigated the impact of AI-driven tools on English language learning, motivated by the increasing integration of artificial intelligence in education and the need for empirical evidence on its effectiveness. The purpose of the study was to explore how AI-driven tools personalize learning, provide instant feedback, and affect learner perceptions. Using a quantitative research design, data were collected from 200 students across four international schools via questionnaires. Three major findings emerged: AI-driven tools significantly enhanced personalized learning experiences, with 72.5% of students rating personalization highly; instant feedback from AI tools was found to be very helpful by 80% of students, leading to improved language acquisition progress; and 80% of students recommended AI-driven tools, citing increased enjoyment and engagement. The study concluded that AI-driven tools effectively support personalized learning and provide beneficial instant feedback, though challenges such as technical issues and the need for human interaction remain. It was recommended that educators integrate AI tools thoughtfully, ensuring a balance with traditional methods and addressing technical and accessibility concerns. Further research should investigate long-term impacts and optimal implementation strategies.
Article
Aims: The aim of the study was to identify the most preferred classroom forms and activities among students. Methodology: The study was conducted using a survey questionnaire that was completed by 167 students from five different classes. The questionnaire included questions about the students' preferences for lecture, exercise, project, laboratory, and seminar form. Results: The results of the study showed that students preferred a blended learning approach, combining both direct contact and remote learning, and that the level of IT skills had a significant impact on their preferences. Limitations: The limitations of the study include a small sample size and a limited scope, as it only focused on the form and activities in classroom instruction and did not address the challenges and limitations of the learning process. Conclusions: Overall, this study contributes to the understanding of student preferences in classroom and can be useful for designing effective teaching strategies in higher education.
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University students frequently encounter comparable difficulties and experiences during the transition process, both domestically and internationally. Navigating academic adjustment successfully necessitates effectively addressing a number of variables that affect how effective the learning results are. The purpose of this study is to provide a conceptual framework, as well as to discover and elucidate the complex relationship between one mediated factor that influences students' learning outcomes and five predictor variables that influence how well students adjust academically. The independent variables include individual factors (INF), instructional and school factors (ISF), social and cultural factors (SCF), mental factors (MEF), and academic attainment factors (AAF). The mediated variable is the success of academic adjustment (SAA), and the dependent variable is the student’s learning outcome (SLO). This study entails a thorough review of data sources such as academic journals, research papers, and empirical studies from 1990--2024. The findings reveal that INF, ISF, SCF, MEF, and AAF directly influence and that positive relationships with SAA and SAA directly influence SLO. This research integrates theoretical perspectives and empirical evidence to propose a cohesive model that can guide future research and provide insight into effective educational practices. Students at higher education institutions in Battambang benefit from a more supportive learning environment created by a comprehensive approach that includes these components. This will also help students adjust academically and improve their learning outcomes.
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The present lesson plan on essential newborn care (ENC) in a simulation model based on the recommendations of the World Health Organization (WHO) has been prepared using Gagne’s instructional design. Each step of Gagne’s nine events of instruction has been elaborated with the scope of the lesson plan for the achievement of the intended learning outcomes of the medical students involved in small-group teaching. The pros and cons of the application of Gagne’s model have been discussed. Finally, a detailed description of the lesson and the clinical scenario has been summarized.
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Background Improvements in movement quality (ie, how well an individual moves) facilitate increases in movement quantity, subsequently improving general health and quality of life. Wearable technology offers a convenient, affordable means of measuring and assessing movement quality for the general population, while technology more broadly can provide constructive feedback through various modalities. Considering the perspectives of professionals involved in the development and implementation of technology helps translate user needs into effective strategies for the optimal application of consumer technologies to enhance movement quality. Objective This study aimed to obtain the opinions of wearable technology experts regarding the use of wearable devices to measure movement quality and provide feedback. A secondary objective was to determine potential strategies for integrating preferred assessment and feedback characteristics into a technology-based movement quality intervention for the general, recreationally active population. Methods Semistructured interviews were conducted with 12 participants (age: mean 42, SD 9 years; 5 males) between August and September 2022 using a predetermined interview schedule. Participants were categorized based on their professional roles: commercial (n=4) and research and development (R&D; n=8). All participants had experience in the development or application of wearable technology for sports, exercise, and wellness. The verbatim interview transcripts were analyzed using reflexive thematic analysis in QSR NVivo (release 1.7), resulting in the identification of overarching themes and subthemes. Results Three main themes were generated as follows: (1) “Grab and Go,” (2) “Adjust and Adapt,” and (3) “Visualize and Feedback.” Participants emphasized the importance of convenience to enhance user engagement when using wearables to collect movement data. However, it was suggested that users would tolerate minor inconveniences if the benefits were perceived as valuable. Simple, easily interpretable feedback was recommended to accommodate diverse audiences and aid understanding of their movement quality, while avoiding excessive detail was advised to prevent overload, which could deter users. Adaptability was endorsed to accommodate progressions in user movement quality, and customizable systems were advocated to offer variety, thereby increasing user interest and engagement. The findings indicate that visual feedback representative of the user (ie, an avatar) should be used, supplemented with concise text or audible instructions to form a comprehensive, multimodal feedback system. Conclusions The study provides insights from wearable technology experts on the use of consumer technologies for enhancing movement quality. The findings recommend the prioritization of user convenience and simplistic, multimodal feedback centered around visualizations, and an adaptable system suitable for a diverse audience. Emphasizing individualized feedback and user-centric design, this study provides valuable findings around the use of wearables and other consumer technologies to enhance movement quality among the general population. These findings, in conjunction with those of future research into user perspectives, should be applied in practical settings to evaluate their effectiveness in enhancing movement quality.
Conference Paper
The demands of contemporary work and education environments, embodied in Industry and Education 4.0 paradigms, have caused special attention to reducing the digital and educational gap among marginalized students and lifelong learners. Adaptive learning has become a relevant strategy to increase student engagement as it fosters better inclusion, equity, and learning outcome results. Sustainable Development Goal No. 4, Quality of Education, will be reached when every resource, platform, and program can be accessed by individuals regardless of their background, abilities, or capacities in every moment of their lives. The OpenEDR4C is a digital platform created to offer open educational resources (OERs) to scale up the Complex Thinking mega-competence through social, scientific, and technological entrepreneurship training. The platform is also designed to eliminate barriers in five dimensions across the learning path offered by each student according to a self-declared profile. The framework sets a differentiated pathway for the learning experience built with a decision tree and diverse multichannel educational resources. The pilot implementation of the platform allowed the final development stage to validate the functional platform launch. The findings of this study are a helpful contribution to digital education environment design and conceptualization, as they offer (1) a tool for inclusive and accessible platform conceptualization, (2) a profiling strategy framework for adaptive learning paths, and (3) the identification of classes or groups of users based on their needs and characteristics to offer the corresponding content.
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Inclusive education is a universal pedagogical trend, covering a broad range of research areas such as race, ethnicity, gender, culture, language, religion, and ability. An inclusive system concerns the rights, social justice, and equity within education for all, especially the marginalised groups (UNICEF, 2022). Lithuania has officially rolled out new legislation (in 2011) and structural changes (in 2024) to its educational system, moving it from a multi-track system to an inclusive one. However, teachers have reported implementation difficulties such as differentiating teaching methods, fostering student socialisation, and lacking multiprofessional collaboration and dialogue with parents (Lakkala et al., 2019). Contextual urgency lies in the changing demographics of the student body and impacts the reconsideration of diversity and inclusion in Lithuanian classrooms. This study focuses on teacher educators' (TEs) perspectives at a major teacher training university in Lithuania. Semi-structured interviews were conducted with faculty members to understand how diversity and inclusion are understood, interpreted, and implemented within the faculty. This research revealed current practices within teacher training regarding diversity, highlighting strengths, challenges, and potential enhancements. Critical implications for preparing future educators for inclusive classrooms are discussed.
Article
Aim:The clerkship period in medical schools is an integrated learning experience which they also use in choosing a career in the future. In this period career decision is also influenced by the positive effect of role models. The aim of this study is to evaluate the effect of clerkship training and role model with learning style preference on the choice of specialty . Methods:The questionnaire containing the specialization area preferences and learning style scale was applied to medical school students before the general surgery clerkship.Following this,brief training was given about the specialty branches and learning styles. After the clerkship,the students were asked to answer the questionare about their speciality preferences again.The relationship between clerkship training, learning styles awareness and specialty preferences was evaluated. Results:The most important factor for choosing a specialty training area almost all is professional satisfaction (64%) in that specialty. The approach style of the trainers in the clerkship training (67%) was one of most the influential mind-changing factors for the choice of specialty. Learning style of students who preferred surgical branches were generally included in the kinesthetic group. Conclusions: An effective clerkship programme in which the awareness of students who encounter effective positive role models and have knowledge about the field of specialisation , will provide the right guidance in their speciality preferences. In addition, the choice of surgical specialty seems to be decreasing nowadays. Therefore, it is important to pay attention to such approaches as positive role modeling.
Article
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School pupils learning how to learn (LHTL), aimed at helping them develop learning autonomy, requires teachers to develop new classroom practices. Hence teachers LHTL is equally important. The TLRP ‘Learning How to Learn in Classrooms, Schools and Networks’ project researched how practices were developed by teachers in 40 primary and secondary schools in England. Quantitative data were collected using teacher and pupil questionnaires, and qualitative data came from interviews with head teachers, school project co-ordinators and a sub-sample of classroom teachers. Some teachers were also observed and video-recorded. External constraints made it difficult for teachers to promote pupils' learning autonomy, unless they fundamentally changed the nature of classroom tasks and climate. A key factor was teachers' own engagement in collaborative classroom-focused inquiry. However, to be successful, this needed to be supported by school management and leadership. There were strong statistical relationships between school policy, teachers' professional learning and their capacity to promote learning autonomy in their pupils. Teacher learning through networking within their schools, and with other teachers in other schools, was also shown to be important.
Chapter
Learning strategies training and research programs should routinely include individual difference measures. This chapter discusses three learning styles: deep processing involving a conceptualizing strategy, elaborative processing involving a personalizing strategy, and shallow processing involving a memorizing strategy. Cognitive restructuring of the individual's assumptions regarding personal responsibility, definition of learning, and philosophy of education might yield changes in learning style or at least prepare more fertile soil for cultivating new styles. The chapter discusses the differences between the behavioral and psychodynamic views regarding the best ways to change people. The behaviorist ignores stable, cross-situational individual characteristics and teaches specific, situational controlled behaviors. In contrast, the psychodynamic psychologist assumes that specific behaviors will change without the help if the stable, cross-situational characteristics of the individual are changed.
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A science-based overview of brain asymmetry, Left Brain, Right Brain is an introduction to contemporary research on brain–behavior relationships. Exploring normal, split-brain, and brain-damaged cases, it focuses on such key issues as left-handedness, sex differences, psychiatric illness, learning disabilities, and theories of consciousness. Thoroughly revised and updated, with an increased emphasis on the interdisciplinary field of cognitive neuroscience, the 5th edition of this guide also covers: current neuroimaging techniques, incuding a color photo insert of neuroimaging findings; the growing interest in conscious and unconscious mental operations; and the latest discoveries concerning cerebral hemispheric organization and its relationship to mental function. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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This paper discusses cognitive styles and affective reactions as two major classes of criterion variables that should be taken into account in the evaluation of instruction. These variables are emphasized because of their bearing upon questions that stem from particular views about the diversity of human performance and the role of values in educational research.
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Adult education literature suggests that a teacher's actions affect student achievement. To test the appropriateness of the adult education theory base, this study examined the relationship between the teacher's practice of the principles in the literature as measured by the Principles of Adult Learning Scale and student academic achievement based on teacher assessment. It involved 29 teachers and 837 students in an adult basic education program. A significant relationship between teaching style and academic achievement was found. The findings were congruent with the literature base in the basic level and English as a second language classrooms but incongruent with the literature in the GED setting. This contrast was attributed to the differing cognitive and affective focus and the nature of the goals in each type of course. These findings suggest that other situationally specific studies are needed to further clarify the general adult education literature base.
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This research investigated the effectiveness of disclosure of cognitive style map information on academic achievement in adult learners. Subjects were community college students (N = 61) enrolled in Human Anatomy. Experimental group subjects were administered the Albany Instrument and the cognitive style maps which resulted were disclosed to them. This entailed revealing and explaining the results with concomitant information about strategies that might be employed in subsequent learning. Control group subjects received a placebo disclosure treatment. Although the experimental group had a higher mean difference in academic achievement as measured by semester percentage grades, the difference was not statistically significant. Implications for adult education are discussed.
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Intended for educational practitioners interested in direct application of learning and cognitive style to the classroom and the encouragement of transfer skill acquisition, this document is a review and synthesis of cognitive, learning, and teaching style literature with application to adult life stages and development. The first section of the document is primarily an overview, discussion and merging of cognitive and learning styles with transfer skills. "Linking Style and Transfer Skills" discusses what is known about transfer skills and transfer skill acquisition, and then presents the notion of style and some of its elements as they relate to transfer skill acquisition. Chapters that follow examine the literature on cognitive style and learning style separately. Implications for research on all three of the concepts (transfer skills, cognitive styles, and learning styles) are offered within the context of a discussion teaching style. Current applications in educational and training environments are discussed and various inventories for assessing cognitive/learning styles are identified and compared to assist the reader in selecting a learning style approach. A number of literal and figurative illustrations are used throughout the monograph. (MEK)
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Major research findings about student learning styles and implications for improving college and university teaching and the impact that instructional change has on college administration of instructional programs are addressed. The term "learning style" refers to a student's consistent way of responding and using stimuli in the context of learning. In the section on learning styles, Charles S. Claxton examines three dimensions of cognitive styles (field dependence-independence, reflection-impulsivity and preceptive-receptive/intuitive), three models of student response styles (described by Mann and others, Grasha and Riechmann, and Stern), and three integrated models (use of the Myers-Briggs Type Indicator, the Kolb model, and cognitive style mapping). In the second section on the use of information on student learning styles, Yvonne Ralston explores the following possible implementation approaches: sharing knowledge about learning styles with students, the teachers' efforts to provide a variety of instructional modes that are consistent with the styles of students, and the use of learning style information at the institutional level. Suggestions for establishing a plan, program coordination, and assumptions regarding the appropriate implementation system for the institution as a totality are presented. A bibliography is included. (SW)
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Extends the authors' model of verbal communication delineated in Volume I to the area of nonverbal communication, demonstrating the "magical" skills of potent psychotherapists and their intuitions about language. Techniques are described for (a) identifying a client's means for understanding his ongoing experience, (b) working with clients who are incongruent in their communication, and (c) applying these principles to effective family therapy. (23 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Drawing on the Right Side of the Brain is one of the most effective teaching techniques for drawing ever developed. Brought about by Dr. Betty Edwards' years of research and personal experiences as a professor of art, this technique has proven itself by teaching millions to draw, worldwide.In this tutorial you will learn basic strategies for accessing the visual, perceptual mode of thinking. This type of thinking is learned through the acquisition of very basic drawing skills and the acquisition of an understanding of the nature of drawing.
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Knowledge of learning style can be used by instructors, counselors, and administrators for better motivation, improved learning, and learner self-understanding.
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