Students’ multiple intelligences in video-assisted learning environments

Abstract

Many educators who advocate the use of multiple intelligences theory are claiming its efficiency in teaching practice across various education settings and modes. Despite its claimed potential to enhance teaching and learning through increased attention to students’ learning styles and preferences, the use of this theory seems to be largely ignored in higher education settings. In providing an optimal learning environment for learners, educators need to understand students’ prior experiences and current perceptions, in order to make best use of digital technology affordances to improve student learning. This mixed-methods research focuses on the differences in students’ MI according to age and gender and students’ perceptions of the value of online videos and reports whether employing various types of videos within a learning module could increase and support learning needs and intelligences of students. The quantitative findings of the study revealed that students are higher on Intrapersonal intelligence and lower in Existential intelligence. Bodily-Kinesthetic and Verbal-Linguistic intelligences were also found as other highly developed intelligences of students. In addition, significant differences between the MI profiles of the students and their age and gender categories were found. The qualitative phase of the study revealed that videos could address students’ various intelligence types and abilities. Students also reported that video integration could improve their learning abilities and experience.