Abstract
This article describes a study, lasted three academic years, aiming to detect modifications of learning styles (LS) over the time. LS measurements have been performed according to the Felder-Silverman's learning styles model (FSLSM) and measuring tool (ILS questionnaire). Experimental results show that individual LS measured after one or two year/s, are subjected to high variability. On the contrary, changes in the mean values of LS (worked out over homogeneous groups) -- useful to highlight effects of a given curriculum or educational environment on the subjects - are much more stable, although deserve low sensitivity.
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