Kinesthetic Modalities Research Articles

Multimodal Learning Strategies in Secondary EFL Education: Insights from Teachers

Multimodal learning has shown promise in various educational settings, positively impacting teaching and learning outcomes. However, the multifaceted effects of multimodal learning on secondary EFL students' second language acquisition still need to be explored, especially at the secondary school level. A deeper understanding of how multimodal learning—which involves the integration of linguistic, auditory, visual, and kinesthetic modalities to convey information—influences second language learning is crucial for effective language teaching. The study aims to explore the role and instructional practices of multimodal learning in enhancing students' second language outcomes through in-depth interviews with teachers. Eight English teachers from several junior high schools across East Nusa Tenggara, Indonesia, participated in the study. The participants had varied teaching experiences: three teachers with 6–10 years, four with 11–15 years, and one with over 16 years of experience. The results indicate that teachers have diverse experiences integrating various combinations of learning modes into their teaching practices. Four key themes emerged regarding the role of multimodal learning in students' second language acquisition, enhancing understanding, improving retention, encouraging participation and motivation, and accommodating different learning styles. This study offers insights for teachers to optimize their teaching strategies and highlights the effectiveness of multimodal approaches in English language education.

The Role of Interoceptive Sensitivity and Hypnotizability in Motor Imagery.

Motor imagery (MI) requires the mental representation of the body, obtained by integrating exteroceptive and interoceptive information. This study aimed to investigate the role of interoceptive sensitivity (IS) in MI performed through visual and kinesthetic modalities by participants with low (lows, N = 26; SHSS: A, M + SD: 1.00 + 1.52), medium (mediums, N = 11; SHSS: A, 6.00 + 0.77) and high hypnotizability scores (highs, N = 16; SHSS:A, 9.75 + 1.24), as measured by the Stanford Hypnotic Susceptibility Scale: Form A. The three groups displayed different MI abilities and IS levels. The efficacy of MI was measured using the chronometric index and self-reported experience, while IS was measured using the Multidimensional Assessment of Interoceptive Awareness (MAIA) questionnaire. Alpha and beta power spectrum densities (PSDs) were extracted from the EEG signals acquired during baseline, actual movement and visually and kinesthetically imagined movements. The chronometric indices do not reveal significant differences between groups and imagery modalities. The self-report MI efficacy indicates better kinesthetic imagery in highs and mediums than in lows, and no modality difference among lows. The MAIA dimensions sustain the differences in subjective experience and almost all the EEG differences. The latter are slightly different in highs, mediums and lows. This is the first report of the major role played by IS in MI and strongly supports the theory of embodied cognition.

Examining the nexus between learning modalities and scholarly performance in 1st-year medical students

Background: The visual-aural-read/write-kinesthetic (VARK) questionnaire is a pre-eminent, accessible, and rigorously validated instrument that facilitates students in discerning their learning predilections. Nonetheless, the interrelation between VARK learning styles and scholastic achievement remains largely uncharted. Visual learners excel with diagrams, graphs, and flowcharts; auditory learners prefer aural information; read/write learners engage with textual material; and kinesthetic learners thrive through experiential learning and practical applications. This investigation endeavors to elucidate the correlation between predominant learning styles and the academic performance of 1st-year medical students in both theoretical and practical contexts. Aims and Objectives: The aims and objectives of the study are to scrutinize the correlation between distinct learning modalities (VARK) and academic performance among 1st-year medical students at GMERS Medical College. Materials and Methods: Subsequent to ethical sanction, 1st-year MBBS students from the 2021 cohort were solicited to partake in this cross-sectional, educational institution-based, temporally constrained study. Students who withheld consent were excluded. The investigation was executed in three phases. In the initial phase, the VARK 8.1 questionnaire was disseminated to 189 students to ascertain their learning styles, concomitant with the collection of demographic data. The VARK questionnaire encompasses 16 multiple-choice questions, each corresponding to a specific sensory learning modality. The modality with the highest score was designated as the student’s preferred learning style. In the second phase, preliminary examination scores (theoretical and practical) for physiology, anatomy, and biochemistry were recorded. In the third phase, direct, in-depth interviews were conducted to rectify any data discrepancies or ambiguities regarding learning style preferences. Results: Among the participants, 61 out of 104 males and 51 out of 85 females exhibited a predilection for the kinesthetic learning style as their unimodal preference. The second most prevalent preference among males was visual, whereas females favored aural learning. Merely two males and no females identified as read/write learners. Correlation coefficient analysis revealed a robust association between visual learning scores and academic performance across both genders. High achievers predominantly favored the visual modality. Conversely, the aural and read/write modalities exhibited weak or negligible correlation with academic performance. Despite the prevalence of the kinesthetic modality among both male and female students, it only demonstrated a tenuous association with biochemistry scores. For male students, a moderate correlation was observed in anatomy and biochemistry. Conclusion: This study intimates that the preponderance of students prefers the kinesthetic learning style. Nevertheless, there exists a significant correlation between visual learning styles and academic performance in both male and female students.

The Effectiveness of Multimodal Task Design in Second Language Teaching

This paper explores the effectiveness of integrating multimodal tasks in the teaching of Spanish as a second language within U.S. classrooms. Drawing on theoretical frameworks of multimodal learning, the study investigates the intersection of language acquisition with visual, auditory, and kinesthetic modalities. The research employs a diverse set of multimodal tasks designed to enhance language proficiency and engagement. A mixed-methods approach, including participant observation, assessments, and student feedback, is employed to evaluate the impact of these tasks. The findings reveal significant improvements in language proficiency, heightened student engagement, and positive feedback on the multimodal learning experiences. The study contributes to the evolving landscape of language education, emphasizing the potential of multimodal approaches in catering to diverse learning preferences and fostering a comprehensive understanding of the Spanish language.

Preferred Learning Styles and Teaching Methods Among Medical Students: A Cross-Sectional Study.

Introduction Knowingthe learning styles of medical students is an important factor as it can help in making learning more effective. Research has shown that medical students in various years of studies have selective learning styles and liking to a particular teaching strategy. The aim of the present study was to identify the preferred learning styles and teaching methods of medical students through all the years of study using the VARK (for Visual, Aural, Read/Write, Kinesthetic) questionnaire. Method A cross-sectional study was conducted among the medical students of year 1 (MD1) to year 6 (MD6), except MD5, at the College of Medicine and Health Sciences, Sohar, Oman. The VARK questionnaire was used to record the learning stylepreference of the students, and an additional question was asked to know the teaching method that the students preferred to be used. Results A total of 292 students responded to the questionnaire. The majority of the students had preference for the multimodal style of teaching (54%), mostly bimodal (30%). This was followed by the kinesthetic mode of learning (30%) in the unimodal style. The MD1 and MD6 students had preference for the unimodal style whereas the other years (MD2, MD3, MD4) had preference for the bimodal style. The teaching method preferred by most of the students included clinical skills lab (64%) followed by interactive lecture (59%) and lab work (57%). Conclusion The study showed that most of the students had preference for more than one (bimodal) learning style. The research findings can help the teachers recognize the learning problems among students and execute the needed teaching strategies.

Enhancing Vocabulary Instruction for Children With Speech and Hearing Impairments: The Role of Multiple Sensory Modalities

This study aimed to evaluate the efficacy of a multi-sensory approach to vocabulary instruction for youths with speech impairments and contrast it with conventional techniques. A total of 52 speech-impaired children between the ages of 18 and 20 were included in the study, and they were allocated randomly to either the experimental group (n = 26) or the control group (n = 26) in a proper experimental design. The control group received conventional instruction, while the experimental group received multi-sensory instruction in vocabulary. Data were gathered through observations and questionnaires, and pre-and post-test vocabulary evaluations were completed. The results revealed that, compared to the control group, the experimental group's vocabulary scores significantly improved from the pre-test to the post-test. According to statistical analyses, all sensory modalities, such as visual, auditory, and kinesthetic, contributed to improving vocabulary skills, with the multi-sensory approach producing the most notable improvement. These results offer empirical proof of the value of a multi-sensory approach in helping children with speech impairments improve their vocabulary skills. The use of visual, auditory, and kinesthetic modalities in this method encourages active participation and meets the varied learning requirements of the students. When developing inclusive and successful instructional strategies, educators, practitioners, and parents should consider the practical implications of this research. Future research should explore larger sample sizes, various educational settings, and long-term effects to validate further and improve the multi-sensory approach for vocabulary instruction in children with speech impairments.

Learning styles of medical students.

Objective: To assess the various learning styles of fourth year medical students using VARK inventory. Study Design: Descriptive Cross-sectional study. Setting: Department of Community Medicine, Lahore Medical & Dental College, Lahore. Period: May to July, 2022. Material & Methods: Study was commenced after obtaining permission from 2022 VARK Learn Limited to use the VARK inventory and after review by IRB, LMDC. Study tool used was questionnaire with the VARK inventory version 7.8. The VARK inventory is a pre-tested and validated tool developed to assess learning styles of students on basis of visual, aural, read/write and kinesthetic styles. Data entry and analysis was done using IBM SPSS software version 21. Students were grouped according to learning styles as well according to number of preferred styles (uni-modal and multi-modal). Comparison of student gender and pre-medical qualification against learning style were performed using chi-square test. Results: Amongst the participants 52.1 % were female while 84% of students had completed their FSc before admission to MBBS. It was seen that that most commonly favored learning style was Kinesthetic mode (n=133) followed by auditory (n=131), then 108 visual learners and only 88 read-write learners. Results showed that only 2 participants were uni-modal learners while the remaining 98.6% of students were multi-modal learners. Amongst the multimodal learners, 40% were quadra-modal learners, 40% tri-modal learners and 19% bi-modal learners. Conclusion: In conclusion, multimodal learning approaches are the most preferred learning modality. This implies that both teachers as well as students should incorporate multiple learning styles in their teaching as well as learning process.

Advantages and Difficulties of Psychological Consultations Online

This article presents a report by Tatiana Stepanova at the student scientific online conference Transactional Analysis in the 21st century on the topic Advantages and difficulties of psychological consultations online. The report is devoted to the analysis of the article by Julie Hay Working Online (2020). The author of the report considers the main advantages of a psychologists work online: cheapness for the consultant and for a client, convenience, more security of the psychologist, and others. The gains that the psychologist receives in the auditory and visual modalities are shown, as well as the difficulties that arise in the kinesthetic modality. Also, the paper pays attention to the difficulties that may arise during psychological counseling online. This concerns the difficulty of working with certain types of clients, possible problems in organizing the space from which the access to the Internet is carried out.

VISUAL PHONICS: RELEVANT FOR ALL EARLY READERS, ESPECIALLY STRUGGLING READERS

Visual Phonics is a multisensory method for teaching phonological skills using visual, auditory, and kinesthetic modalities and has the potential to improve the literacy development of diverse students, especially struggling readers. Many interventions designed for specific populations (e.g., students who are deaf or have learning disabilities) can be generalized to the larger population of students. However, the potential of these interventions is often overlooked or regarded as not applicable to specific cohorts of students. Visual Phonics is one such example. Therefore, this paper describes visual phonics, reviews selected studies on its effectiveness, and provides instructional activities and strategies of Visual Phonics to show how to use this system effectively.

ASSESSMENT OF TEACHING METHOD PREFERENCES AMONG DENTAL AND MEDICAL STUDENTS

Objectives: The objectives of this study were to evaluate the teaching approach choices among dental and medical college students. Methodology: This survey examines how medical and dental students use their visual, auditory, reading-writing, and kinesthetic senses. It is a descriptive cross-sectional survey. Results: According to VARK, it was found in the current survey that most students chose a single mode of learning (uni modal) – roughly 77% of clinical students and 83% of dentistry students. Tri modal was found to be the least preferred among medical students, with bi modal coming in second with 22% of scientific students and 15% of dentistry students. About 1% of dentistry students were observed using a quad modal method. A-auditory approach was found to be the most popular among medical students, with a median of 2.80, followed by utilizing OK-kinesthetic with a mean of 1.89, and R/W-studying or writing with a mean of 1.65 dentistry college students. A–auditory become the maximum desired approach with a median of two forty, accompanied by okay – kinesthetic with a mean of 2.01 and 1.67for R/W – analyzing or writing Conclusion: According to the study’s findings, kinesthetic mode used most frequently to observe the auditory form of instruction. Both dentistry and medical students were shown to prefer the written style over the visual one. Most of the students selected more than one learning option or had multimodal options.

Travelogue as Supplementary Learning Tool Towards Students’ Historical Thinking Skills

The study utilized experimental-developmental quantitative research design through the use of teacher-made and expert-validated survey questionnaire, pretest and posttest to find the effects of researcher-designed travelogue as a supplementary learning tool in improving the historical thinking skills of fifty (50) Grade 7 students in a public high school in San Pablo City. Results showed that as to the learners’ attitude toward learning styles, visual, auditory, and kinesthetic modalities sometimes apply to them. As to the level of interest, the students were generally interested in the topics for Araling Panlipunan 7. Scores of the respondents as to historical thinking skills were generally also shifted from the satisfactory, very satisfactory ranges to the outstanding range. This is true for sourcing, corroborating, contextualizing, close reading and explicit instruction. Statistical tests for relationships and differences also reflected significant difference on the historical thinking skills of the learners implying that the use of travelogue has improved the skills of the learners and only visual related to explicit instruction and auditory to corroborating. This concludes that the attitudes of the learners toward learning styles partially relate to some of the historical thinking skills.

Dynamics Of Intelligence And Motivation Of Primary Schoolchildren In The Process Of A Formative Experiment

The progress of society in recent years has not bypassed the educational environment. The problem of personal development of the primary generation is increasingly being discussed in psychological and pedagogical communities. Excessive requirements for schoolchildren do not always correspond to their age-related psychological characteristics, because the modern school curriculum requires schoolchildren to carry out large intellectual loads. The problem of educating personal qualities in primary schoolchildren that contribute to successful schooling remains relevant. Therefore, it is important that when attending school, children are psychologically ready for new social conditions, schooling. The article presents the results of a psychological experiment with primary schoolchildren. The study focuses on the polymodality of perception as an important aspect of the educational and cognitive process, the driving factor of which is the intelligence and motivation of schoolchildren. The practical value of the study lies in the fact that by purposefully developing perception (auditory and visual channels) through interaction with the kinesthetic modality, it is possible to increase the overall level of intelligence and motivation of primary schoolchildren.

The impact of training frequency on young dancers’ imagery use and ability

It is well established that adult dancers have the ability to image and use various types of imagery (e.g., metaphorical, character/role) when training and performing; yet less is known about young dancers. From in-depth interviews, young dancers have reported using various types of imagery (e.g., technique, metaphorical, goal, environment, and motivational) and that their images were multisensory in nature including visual and kinesthetic modalities. Moreover, dance instructors have been found to influence their dancers’ use of imagery and imagery ability through incorporation and encouragement in their classes. However, the impact of training frequency on young dancers’ imagery use and ability has yet to be assessed. Therefore, the purpose of the current study was to examine imagery use, using the Dance Imagery Questionnaire for Children, and imagery ability, using the Movement Imagery Questionnaire for Children in dancers with different training frequency (i.e., number of classes per week). It was hypothesized that dancers with more weekly training would have higher imagery use and ability than dancers with less weekly training. The participants were dancers of various styles (e.g., ballet, tap, jazz, contemporary) between the ages of 7-14 years (Mage = 11.05, 1.88), with 36 dancers training 1- 4 dance classes/week, and 24 training 5-9 or more dance classes/week. A significant difference was found for metaphorical/role imagery such that dancers who trained more often used this imagery type more frequently than dancers who trained less often. Although the dancers who trained most scored higher on all imagery ability subscales (internal, external, and kinesthetic), no significant difference between the two dance groups was found. Based on the current findings, dance teacher training interventions are needed to guide and encourage young dancers’ imagery use and ability.

Correlation between kinesthetic motor imagery of an amputated limb and phantom limb pain.

Phantom limb pain (PLP) is a frequent painful sensation in amputees, and motor imagery (MI) is a useful approach for the treatment of this type of pain. However, it is not clear regarding the best MI modality for PLP. The purpose of this study was to investigate the relationship between the PLP and MI modality in upper limb amputees. Observational study. Eleven patients who underwent unilateral upper limb amputation participated in this study. The MI modality (kinesthetic and visual) and PLP intensity were evaluated using the Kinesthetic and Visual Imagery Questionnaire (KVIQ)-20 and a visual analog scale. MI ability was also assessed during the hand mental rotation task. We examined the correlation between MI modalities, ability, and pain intensity. The total KVIQ kinesthetic score was negatively correlated with pain intensity (r = -0.71, P < 0.01): the more vivid the kinesthetic imagery, the weaker the pain. In particular, the reduction in pain intensity was associated with strong kinesthetic imagery of opposing movements of the deficient thumb (r = -0.81, P < 0.01). The KVIQ visual score and MI ability were not associated with pain intensity. Our data showed that the reduction of PLP could be associated with the kinesthetic modality of MI but not with visual modality or MI ability. In other words, it was suggested that the more vivid the sensation of moving muscles and joints in the defect area, the lower the PLP intensity. To reduce PLP, clinicians may prefer interventions using the kinesthetic modality.

Change in the Perception Model and Specifics of Young People’s Comprehension of Term Meaning

The article discusses some changes that have been taking place in particular structures of mental lexicon. It presents the results of linguistic experiment aimed at revealing some shifts in perception of terms resulting from global virtualization of reality, which greatly affects all the structures of language consciousness, and transformation of information perception processes due to computerization. A new test was developed and used to get true information about dominant perceptional modality of the experiment participants. The results of the first stage of the experiment show that during the period of eleven years (2010–2021) the perception model of people aged from 18 to 20 has been shifting towards a digital type, when comprehension of a word meaning is based on logic, real facts, proofs. Some possible reasons for digital modality prevalence, the use of visual modality as an auxiliary tool for the digital representational system, decrease in the significance of kinesthetic and auditory modalities are described. The results of the second stage of the experiment reveal a rather high level of emotional attitude to the stimuli connected with the professional sphere of digital generation. In this case the psychological emotionality of term meaning implies great interest, involvement and good understanding of the notion.

Secondary Students’ Sensory Preferences and Their Influence on Science Academic Achievement

Evidence has been found that some students seem to have learning obstacles associated with particular sensory preferences when dealing with instructional materials. Therefore, knowing students’ sensory preferences could help teachers improve instructional resources. Our objectives were: (1) to describe Secondary students’ sensory preferences according to gender and age; (2) to analyse the possible association between students’ sensory preferences and their general academic achievement in science. We conducted a synchronic, cross-sectional descriptive study in a sample of 582 male and female students from 7th to 11th grade using the VARK questionnaire. There was a significant predominance of sensory preferences containing the Kinesthetic mode, and the preferences containing the Visual mode were the least frequent. Girls or boys showed similar distributions of sensory preferences. Using linear regression to predict students’ general academic achievement from VARK scores, we obtained a significant contribution of the Kinesthetic score, and a minor but still significant single contribution of the Reading/Writing score.

Integration of Kinesthetic Approaches in the Core Academic Subjects: A Compendium

Kinesthetic mode of learning involves the use of movements and other kinesthetic sense which provides an authentic learning experience to actively engage students in a lesson and create connections with real-world situations. As educators adopt new ways of teaching in this time of pandemic, the integration of kinesthetic approaches in teaching and learning can positively influence students’ learning experience. It is in this direction that this study is conceived with the aim to determine the integration of kinesthetic approaches in the teaching of the core academic subjects in the prepared modular distance learning kit for the junior high students during the first quarter of S.Y. 2020-2021. Quantitative approach, specifically the descriptive research method is used in this research and the self-learning modules are the primary sources of data. The following findings were revealed: (1) The extent of integration of kinesthetic approaches in the core academic subjects: English, Math, Science and Social Studies was seldom integrated; (2) There are no preferred kinesthetic approaches integrated into the modules of the core academic subjects; and (3) kinesthetic approaches are integrated in the activity part of the module. Moreover, the study aimed to develop a compendium of kinesthetic approaches that can be integrated into the learning modules to keep students actively engage with learning materials and at the same time, fulfilling their physical and cognitive growths.

The effects of kinesthetic and visual motor imagery on interjoint coordination in the hemiplegic index finger: an experimental study using the index of temporal coordination

Abstract Upper limb hemiparesis is a common impairment following stroke and can affect interjoint coordination. Motor imagery training is one treatment strategy. However, motor imagery can use visual or kinesthetic modalities and there has been a lack of research comparing the effectiveness of these modalities when treating the upper limb. The aim of this study was to compare visual and kinesthetic motor imagery in improving interjoint coordination in the hemiparetic index finger. Fifteen stroke survivors with upper limb hemiparesis were allocated to groups using kinesthetic or visual motor imagery, or a control group using guided relaxation. Reaching and grasping movements of the upper limb were captured using optoelectronic motion capture. Interjoint coordination of the hemiparetic index finger was analysed using the index of temporal coordination. No significant differences were found for interjoint coordination following treatment in either condition. Future work should focus on comparing kinesthetic and visual motor imagery in the rehabilitation of more proximal upper limb joints.

The relationship between students’ learning styles and academic performance: Final year accounting students

Accounting students at tertiary education basically prefer different types of learning styles. This study investigated the impact of the relationship among the learning style preferences of undergraduate accounting students, awareness of learning styles and their academic achievements. Participants of the study consisted of all the final year accounting students in UiTM Tapah. The results indicated that the students prefer kinesthetic learning modality, and for the rest of the modalities students found that they are generally well-balanced. The study found that there were significant awareness of learning styles among students particularly for the kinesthetic type of students. However, based on the test conducted, there was no significant correlation between the academic achievement and the learning style preferences of the students. There was also no significant relationship between learning styles and awareness of the learning styles. Hence, types of learnings styles do not contribute directly to the accounting students’ academic performance.

The Construction of Computer-based Application of Working Memory Test for Early Age Children in Indonesia

Working memory (WM), a central component of executive function (EF) which facilitates the capability to store and modulate information, develops rapidly during early childhood, and has proven to contribute to children's academic achievement. WM generally has two types of measures, each of which mainly involves the WM's verbal and visuospatial aspect. However, research on the standardized and developed assessment of WM aspects for early age children in Indonesia remains inadequate, especially embedded with information technology. This study aimed to develop a WM measurement tool using a computer-based application test to support the integration between the computer-based and behavioral measurements of WM aspects in early age children. Construct validity of the WM computerized test was determined by comparing the conventional and computerized EF tests on 36 children (15 boys and 21 girls) age 48-72 months old. Two computerized WM tasks that specified WM's verbal aspect, namely the Backward Animal Task and Shining Star respectively, were administered individually to each child by a trained tester. The Spearman correlation analysis resulted in Shining Star as the most suitable computer-based WM task for early age children. Both conventional and computer-based measures of the visuospatial aspect of WM had similar task mechanisms and rules. They equivalently required visual and kinesthetic modalities, which emphasized the common nonverbal aspects of WM. This result provides an initiative for the evidence-based development of the computer-based WM test in Indonesia for early age children, which is critically important to help individuals with psychological and behavioral problems during Covid-19.