Learning Styles: Debunked

I don’t know about you, but I grew up repeatedly hearing about the notion of “Learning Styles”. The idea about Learning Styles is that each of us has different preferences for how we process and retain information: Some of us retain information better by reading, some by writing, others by touch, and so on.

Personally, this idea has always resonated with me because I love to learn things, and I always considered that I learn best when I write and take notes.

Most descriptions of Learning Styles have four types of learners:

• Visual: These individuals prefer using images, diagrams, or other visual aids to understand and remember information. They might benefit from mind maps, flowcharts, or other visual tools when studying.
• Auditory: These learners process information best through listening. They might benefit from attending lectures, listening to podcasts or audiobooks, and participating in group discussions to absorb new material.
• Read/write: These individuals prefer to engage with written material to understand and retain information. They might benefit from reading textbooks, taking detailed notes, and rewriting their notes to reinforce learning.
• Kinesthetic: These learners learn best through hands-on activities and experiences. They might benefit from engaging in practical exercises, simulations, or role-plays to grasp new concepts.

Other descriptions have added up to four more:

• Logical: This type of learner uses a rational, ordered method when processing information. As a result, they enjoy receiving instructions and following rules to complete their tasks.
• Solitary: Individuals who are solitary learners prefer to process information independently. Therefore, they typically work best in quiet environments. Because they enjoy working alone, they tend to have strong self-motivation and self-management skills.
• Social: Social learners prefer to process information through collaboration. They benefit from communication when learning, both verbal and written. These individuals enjoy being in groups and interacting with others, both socially and in pursuit of accomplishing tasks.
• Naturalistic: In this style, an individual learns best when working with nature. Learners who have this preferred style tend to enjoy learning about scientific or environmental topics and excel in those subjects. Similar to kinesthetic learners, they benefit from opportunities to gain hands-on experience.

Actually, there are a lot of variations of these and if you search around, you will find different additions to the original four.

It all makes intuitive sense, certainly it did to me because it resonated so well with my past study experiences.

The problem is that it’s not true.

Yes, you read that right, Learning Styles are not supported by direct scientific evidence. They “feel” right to a lot of people, including very educated people (including educators), but there is still no strong scientific confirmation that Learning Styles are valid.

What we do have, though, is mounting scientific evidence that Learning Styles are not valid. Many studies on learning styles have methodological flaws or lack rigorous experimental designs:

• A comprehensive review of the literature by Pashler et al. (2008)¹ concluded that there is insufficient evidence to support the idea of matching instructional methods to individual learning styles. The authors called for more rigorous studies to be conducted before adopting learning styles in educational practices.
• A meta-analysis by Coffield et al. (2004)² examined 13 different learning style models and found that none of them were strongly supported by empirical evidence. Furthermore, the study highlighted the potential risk of labeling learners based on their supposed learning style, which could lead to limiting their educational experiences.

Ok, so where do we go from here?

Let’s pay attention to the main criticisms of Learning Styles:

1. There is not enough rigorous evidence to prove Learning Styles, as applied to an individual, are valid. It is not proven to be valid is that an individual learner has a single most effective learning style.
2. Labeling learners as only being effective at learning using one style will limit their educational experiences.

The studies are not saying that all those styles defined above are ineffective, the studies are saying that people should not be considered to only (or even primarily) learn through one of those means.

What do we do instead?

Some aspects of the learning styles concept might hold merit:

• Individual differences: It is true that individuals have different preferences, strengths, and weaknesses when it comes to learning. Recognizing and valuing these differences can help educators create a more inclusive learning environment.
• Multimodal instruction: The idea that learners benefit from a variety of instructional methods aligns with research findings. Incorporating visual, auditory, read/write, and kinesthetic elements in teaching can cater to a wider range of learner needs and preferences, enhancing overall understanding and engagement.
• Self-awareness: Encouraging students to reflect on their own learning preferences and strategies can help them develop metacognitive skills and become more effective learners. However, it is crucial not to limit students to a specific learning style label, as this can hinder their ability to adapt to different learning situations.

Perhaps it’s wrong to think that Learning Styles apply to individual learners, and they in reality all apply to learning different topics and can be used effectively in different ways. Some examples:

Mathematics

• Visual: Learners benefit from graphs, diagrams, geometric representations, or color-coded formulas.
• Auditory: Listening to explanations or discussing mathematical concepts with peers can help learn.
• Read/write: Reading textbooks, writing out problems and solutions, and taking detailed notes can be beneficial.
• Kinesthetic: Manipulatives, such as geometric shapes, or interactive software can help grasp concepts.

Reading

• Visual: Learners might benefit from graphic organizers, illustrations, or visualizing scenes while reading.
• Auditory: Listening to audiobooks or reading aloud can help learners engage with the material.
• Read/write: Annotating texts or summarizing chapters in writing can help read/write learners.
• Kinesthetic: Acting out scenes from the text or using physical gestures to represent story elements can help learn.

Science

• Visual: Diagrams, models, videos, or animations can help learners understand scientific concepts.
• Auditory: Science podcasts, lectures, or group discussions can be helpful.
• Read/write: Reading scientific texts, taking notes, and summarizing key concepts helps.
• Kinesthetic: Conducting experiments, building models, or participating in field trips is engaging to learners.

Let’s not forget that some topics are inherently more intertwined with a specific Learning Style, regardless of the learner: Would a plumber be able to learn without heavy hands-on (Kinesthetic) practice? Would a graphic designer learn to design anything without heavy visual study? Would a surgeon learn to perform surgery purely from reading and writing about it?

The key might be in applying the different learning styles to the subject being taught, and not to the individual student being taught.

Citations

¹ Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119.

² Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Learning and Skills of course Skills Research Centre, London.