Learning Styles Research Articles

Using BioRender for Active Learning: Exploring Learning-Style Preference and Visual-Spatial Ability in Undergraduate Students.

Visual-spatial reasoning has been considered a predictor of performance success in STEM courses, including engineering, chemistry, biology, and mathematics. Little is known, however, about whether visual-spatial ability predicts success for non-STEM students in general education neuroscience courses. In the following study, we investigate how scores on tests of visual-spatial object rotation relate to student performance on illustrative and content exams in a large non-major undergraduate neuropharmacology course. To help students understand content visually, the course provided students with homework assignments that allowed them to create illustrations of lecture content using the online scientific illustration software, BioRender. Findings suggest that percent completion of BioRender assignments was a greater predictor of student performance than tests of innate visual-spatial ability. In addition, we show that visual learning style preference was not correlated with visual-spatial ability, as measured by the Purdue Spatial Visualization Test-Visualization of Rotations. Neither did learning style preference predict student success. The following paper suggests practice illustrating neuroscience concepts, or perhaps content practice in general, had a greater impact on student learning independent of learning style preference or innate visual-spatial ability.

Development of Mobile Learning NARACY (Financial Literacy) as a Learning Media for Social Studies Subjects in Junior High School

The industrial revolution 4.0 is characterized by technological disruption that affects the education system. One of the implementations of technology orientation in the learning process facilitated by teachers is through learning resources. Therefore, this study aims to produce a mobile learning product, NARACY, as a learning media to support financial literacy material activities for grade IX junior high school students. This research uses the Research & Development (R&D) method with the ADDIE model. This research and development showed a total percentage of material validators of 91.6% and media validators of 95%. At the same time, the trial results on grade IX students obtained an average percentage score of 93%. Based on these results, the NARACY application is very feasible to use as a medium for learning social studies in grade IX junior high school. This research and development is expected to be an innovative learning support media that can be used by teachers and students and is expected to facilitate diverse student learning styles. Suggestions for further research include testing the product's effectiveness by conducting experimental activities in the classroom and providing various themed features on the product. They can be disseminated through the Google PlayStore platform.

The impact of online interaction and information technology accessibility on academic engagement among international undergraduate students in Chinese universities: The mediating effect of learning interest

Academic engagement was recognized as a crucial predictor to measure the effectiveness of online teaching of international students. Therefore, this study established a mediating model to explore the mechanism underlying of interaction and information technology accessibility on academic engagement of international students, as well as the impact of learning interest on these mechanisms with the context of online teaching. Using a stratified random sampling method, 1895 international students from 32 Chinese universities were selected. These international students had completed the academic engagement scale, interaction scale, information technology accessibility scale, and learning interest scale. The study variables were analyzed in sequence for reliability and validity, common method biases test, correlation analysis, structural equation model testing, and bias-corrected percentile Bootstrap testing. The results revealed that online interaction positively affected the academic engagement of international students in Chinese universities (β= 0.35, p < 0.001), and learning interest played a partial mediating role between online interaction and academic engagement (indirect effect = 0.10, 95 % Boot CI = [0.06, 0.13], p < 0.001). Information technology accessibility did not have a direct impact on academic engagement (β= 0.06, p > 0.05); but learning interest played a complete mediating role between information technology accessibility and academic engagement (indirect effect = 0.09, 95 % Boot CI = [0.05, 0.11], p < 0.001). The results of Bootstrap showed that the mediating effects within the model were significant. The findings of this study explored the potential mechanism underlying the online academic engagement of international students in Chinese universities, and provided empirical evidence for universities and educators to implement differentiated learning support, assist international students in adapting to online learning styles, and stimulate the endogenous motivation of students' learning.

Analysis of students' mathematical communication skills in terms of learning styles

The purpose of this research is to obtain a description of the mathematical communication skills in terms of the learning styles of Grade XI TKR 3 students at SMK Negeri 1 Tanara for the 2023-2024 academic year. This research is qualitative in nature. Six subjects were selected, representing each learning style, from Grade XI TKR 3 students at SMK Negeri 1 Tanara, Tanara District, Serang Regency. The data collection techniques used were observation, interviews, documentation, and tests based on the indicators of mathematical communication skills, namely: (1) the ability to express mathematical symbols through everyday events, (2) the ability to determine the solution set by relating real objects to mathematical ideas, (3) the ability to explain mathematical problems related to elimination, (4) the ability to analyze mathematical problems related to substitution, and (5) the ability to evaluate mathematical thinking and strategies used in problems according to the observed object. The results showed that (1) subjects with a visual learning style have good mathematical concept comprehension on indicators 1, 2, 3, 4, and 5; (2) subjects with an auditory learning style have good mathematical communication on indicators 1, 2, and 5, but performed poorly on indicators 3 and 4; and (3) subjects with a kinesthetic learning style have good mathematical communication skills on indicators 1 and 2, but performed poorly on indicators 3, 4, and 5.

Analysing Learning Styles for Engineering Capstone Projects: 4MAT Analysis on Student Outcomes and Perceptions

Capstone projects are integrated into engineering curricula to combine various subjects and impart essential professional skills that may be difficult to teach solely through traditional lecture-based courses. These projects play a crucial role in preparing students for their future roles as professional engineers, thereby significantly impacting a university’s industry reputation and ranking. The challenge in engineering education lies in aligning the teaching approach of educators with the diverse learning styles of their students. This study aims to examine the impact of the learning style of the students measured by their watching-doing scores using the 4MAT tool, on the attainment of the benefits of the graduation project (GP). The Bayesian Belief Networks (BBN) approach was adopted in this study to analyse the data collected from 271 students enrolled in both GP1 and GP2 semesters in the engineering department of United Arab Emirates University. Results show that regardless of learning style, both watching and doing category students share similar perspectives on various aspects of the GP course, such as the optimal team performance ratio. However, when assessing the overall effectiveness of the GP programme, doing students exhibit a higher level of agreement than watching students. The study provides valuable insights to faculty members, helping them navigate the optimal balance between providing mentorship and fostering students’ independence during the different stages of their final-year design capstone projects. These findings underscore the importance of tailored educational strategies to accommodate diverse learning styles, contributing to more effective engineering education and better-prepared graduates.

The E-books and Students’ Mathematics Performance: A Qualitative Systematic Review

This research explores the impact of digital books on student’s performance in mathematics. The theoretical arguments of this research are based on the self-regulated learning theory. To employ the complete research strategy, 65 papers were retrieved in the first round of research, including 30 from ERIC, 20 from Science Direct, and 15 from EBSCO. Following that, only 40 papers produced findings from the major section screening. The article’s systematic literature review and thematic analysis of the published material resulted in a sample size of 23 articles for this study. A qualitative thematic analysis Software, NVivo 12, was used to evaluate qualitative data. The findings indicated that motivation, technological advancement, information technology, learning objectives, sources for digital application, challenges of technology, traditional learning style and visual information have a significant collision with students’ mathematical learning.

Optimizing Pedagogy through Gamification: A Scientific Approach to Enhancing Student Motivation in Madrasah

This research focuses on optimizing pedagogy through gamification as a scientific approach to increasing student motivation in madrasas. This research aims to analyze the effectiveness of gamification elements in the learning process and how this can influence student motivation and engagement. This research uses a qualitative method with a case study approach, where data is collected through in-depth interviews, class observations, and content analysis. Research findings show that implementing gamification significantly increases student motivation, primarily through the dynamic engagement generated by game elements such as challenges, point systems, and rewards. Students who engage in gamification-based learning show increased active participation and a greater desire to achieve academic goals. The implications of this research highlight the importance of integrating appropriate gamification elements in madrasa curricula to create a more interactive and motivating learning environment and the challenges that need to be considered regarding adapting gamification to diverse learning styles.

MHealth learning strategies to support behaviour change in individuals using wheelchairs and/or scooters: a systematic review.

The purpose of this systematic review of the literature is to build understanding of the key elements and recommendations for the design of mHealth technology for individuals using wheelchairs and/or scooters and identify key features associated with the use of mHealth to support healthy behaviour changes for this population. Eight major electronic databases were systematically searched to identify mobile health (mHealth) interventions, which targeted adult WC/S users. Independent reviewers used Endnote and Covidence to manage articles meeting review criteria and to exclude duplicates. A quality assessment was conducted on each included article. Nine articles describing studies with diverse study designs met criteria to be included in this review. Several interactive application intervention features, such as participant collaboration and goal setting, and key technical features to support mHealth app development and utilisation were identified. Results found intuitive and simple designs of mHealth apps, with the ability to customise to support learning styles and preferences, support usability and acceptability by participants. More research is needed to evaluate best practices to support initial training of end-users, mHealth apps' ability to support long-term behaviour change and maintenance, and the understanding of active ingredients in complex interventions that include mHealth apps. Both interactive mHealth application intervention and technical features support healthy behaviour change among individuals using wheelchairs and scooters.

Factors Affecting the Success of Learning English with Limited Exposure: Reflections from Non-English Department Students

Acquiring English language skills is an important aspect of education for non-English department students. However, it can be a challenging task, especially for those with limited exposure to the language. This study aims to determine the factors that affect the success of learning English with limited exposure of non-English department students. The subjects of the study were 79 psychology department students. This research used 25 questions followed by open-ended questions and why they chose the options to collect the data. The result showed that motivation was the most factor affecting learning English as much as (80%). The second factor was aptitude and learning strategies which have the same percentage in affecting English learning success that is (76%). The third point that influences learning English success is personality as much as (70%). The last and the lowest factor was learning styles, with a percentage (57%). The result concluded that the students need instrumental motivation in English learning. The students needed the teacher's example and explanation in learning English. The strategy of learning English with medium pressure will help the students in managing their anxiety.

Implementation of Differentiation Learning In SMK Negeri 9 Padang

This research was motivated by the discovery of different learning styles and characteristics of students, which became a challenge for culinary teachers. This research aims to describe the process of implementing differentiated learning in the culinary skills program at SMK Negeri 9 Padang starting from the initial stages, implementation, to evaluation. This type of research is descriptive research with a qualitative approach using the case study method. The informants for this research were 5 culinary teachers at SMK Negeri 9 Padang. The technique for taking informants uses the Purposive Sampling technique. Data collection techniques are carried out by conducting interviews, observation and documentation. In order to increase the accuracy of the data, the author tested the validity of the data by means of data triangulation. Next, the data is analyzed by collecting the data obtained, reducing the data, presenting the data, and drawing conclusions. The research results show that the initial stage of differentiated learning is carried out by planning lessons, teachers also attend various training and seminars to increase their skills and knowledge in implementing differentiated learning. The implementation of differentiated learning is divided into several activities according to the teaching module design. These learning activities are differentiated based on three components, namely content differentiation in the form of involving students in group assignments; process differentiation in the form of the use of learning video teaching media, textbooks, oral explanations, as well as the formation of study groups, and product differentiation in the form of practice with groups with different products so that students can learn from other groups, presentations in front of the class, and individual assignments. Evaluation of differentiated learning is carried out by teachers with assessments which include assessments at the beginning of the learning process, assessments during the learning process, and assessments at the end of learning which are used to see students' abilities in understanding and remembering lesson material.

Does Generative Artificial Intelligence Improve the Academic Achievement of College Students? A Meta-Analysis

The use of generative artificial intelligence (Gen-AI) to assist college students in their studies has become a trend. However, there is no academic consensus on whether Gen-AI can enhance the academic achievement of college students. Using a meta-analytic approach, this study aims to investigate the effectiveness of Gen-AI in improving the academic achievement of college students and to explore the effects of different moderating variables. A total of 28 articles (65 independent studies, 1909 participants) met the inclusion criteria for this study. The results showed that Gen-AI significantly improved college students’ academic achievement with a medium effect size (Hedges’s g = 0.533, 95% CI [0.408,0.659], p &lt; .05). There were within-group differences in the three moderator variables, activity categories, sample size, and generated content, when the generated content was text ( g = 0.554, p &lt; .05), and sample size of 21–40 ( g = 0.776, p &lt; .05), the use of independent learning styles ( g = 0.600, p &lt; .05) had the most significant improvement in college student’s academic achievement. The intervention duration, the discipline types, and the assessment tools also had a moderate positive impact on college students’ academic achievement, but there were no significant within-group differences in any of the moderating variables. This study provides a theoretical basis and empirical evidence for the scientific application of Gen-AI and the development of educational technology policy.

The Use of Deep Learning in Open Learning: A Systematic Review (2019 to 2023)

No records of systematic reviews focused on deep learning in open learning have been found, although there has been some focus on other areas of machine learning. Through a systematic review, this study aimed to determine the trends, applied computational techniques, and areas of educational use of deep learning in open learning. The PRISMA protocol was used, and the Web of Science Core Collection (2019–2023) was searched. VOSviewer was used for networking and clustering, and in-depth analysis was employed to answer the research questions. Among the main results, it is worth noting that the scientific literature has focused on the following areas: (a) predicting student dropout, (b) automatic grading of short answers, and (c) recommending MOOC courses. It was concluded that pedagogical challenges have included the effective personalization of content for different learning styles and the need to address possible inherent biases in the datasets (e.g., socio-demographics, traces, competencies, learning objectives) used for training. Regarding deep learning, we observed an increase in the use of pre-trained models, the development of more efficient architectures, and the growing use of interpretability techniques. Technological challenges related to the use of large datasets, intensive computation, interpretability, knowledge transfer, ethics and bias, security, and cost of implementation were also evident.

Pengembangan Media Pembelajaran Interaktif QRCode Berbasis Microsite Terhadap Kemampuan Memirsa Siswa Sekolah Dasar

The development of Information Technology, Industrial Revolution 4.0, and the impact of the Covid-19 Pandemic have changed students' behavior and learning styles, making them more accustomed to using technological devices. However, their interaction with the physical environment is reduced, hindering their ability to predict and observe. Therefore, media is needed that encourages students' viewing abilities while maintaining interaction with the objects being studied. This research aims to provide an overview of an alternative microsite-based QRcode interactive digital learning media designed with procedures for its application in the language learning process, especially in audience language skills. The research method used in this paper is literature study and also uses quantitative descriptive methods. The research results show that currently an alternative media is needed to help improve language skills, especially viewers. In response to this need, this paper was written to provide an overview of the design of an interactive application to help increase viewing of elementary school students using QRcode and microsites. With this interactive media, it is hoped that students will become more interested and improve their viewing abilities.

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 Influence of Individual Differences in College English Dialogue Teaching

This study analyzed the impact of individual differences among students on college English conversation teaching and proposed corresponding teaching strategies. Research suggests that differences in students' language abilities, personalities, and learning styles may have a positive or negative impact on teaching. Through literature review and case analysis, the paper explores the specific impacts of these differences and proposes strategies such as personalized teaching, emotional teaching, and group collaboration to enhance teaching effectiveness. The study emphasizes the importance of teachers in adapting to individual differences among students and provides guidance for educational practitioners.

Formation of individual educational trajectory of university student based on modified ant colony optimization algorithm

Individual educational trajectory allows to provide each learner with a sequence of learning materials in accordance with their pace, learning style and existing gaps in knowledge. Under the conditions of education digitalization, there is an opportunity to use modern ways to improve learning quality to create an individual educational trajectory. The article presents a model of learning content adaptation which contains an algorithm for building an individual educational trajectory based on a modified ant colony optimization algorithm that provides a personalized selection of a sequence of educational materials. The model of learning content adaptation is illustrated on the example of learning SQL within the framework of the course “Databases”. The proposed modification of the ant colony optimization algorithm allows to increase in the efficiency of competence formation in the course of academic disciplines which have a significant duration and consist of loosely related modules by assigning each student to the most appropriate subgroup in accordance with the chosen professional role and organizing full­fledged repetition throughout the discipline. It is proposed to use the desired qualification level of mastering the SQL (basic or professional) or the direction of training (specialty) as specifiers of student groups. The repetition of the basics of problem solving in the process of studying the discipline is proposed to be performed based on pheromone values determined by the ant colony optimization algorithm. The calculating formula for these values provides a high probability of redirecting the student to the solution of problems from the list for repetition when exceeding the permissible number of taken hints or attempts to solve.

Exploring the Role of Big Data Analytics in Personalizing E-Learning Experiences

In this digital age, personalized e-learning experiences are becoming more important. These use big data analytics to make sure that educational material and delivery methods are tailored to each learner's needs. This abstract talks about how big data analytics can be used to make e-learning more personalized, focused on its methods, benefits, and problems. In e-learning, big data analytics makes it possible to gather, process, and look at huge amounts of student data to find useful information. Based on things like learning styles, growth rates, and tastes, these findings are used to make learning situations more relevant to each person. Educators can create unique learning paths that keep students interested and help them remember what they've learned by combining data from different sources, such as how students interact with course materials, test results, and demographic data. Big data analytics makes personalized e-learning possible, which has many benefits. Customized material that is based on learners' hobbies and skill levels makes them more interested and motivated. Adaptive learning systems change in real time to offer more help or tasks, which improves how well students learn. Insights gleaned from data help teachers make better lessons and plan for when students need extra help. This makes teaching more effective overall. On the other hand, there are some problems with using big data analytics in e-learning. Privacy worries about collecting and using learning data mean that strong data security methods and following the rules are needed. Also, combining different types of data and making sure the quality of the data is good is hard to do technically and needs advanced analytics tools and knowledge.

The multidimensional influence structure of college students’ online gamified learning engagement: A hybrid design based on QCA-SEM

In the post-epidemic era, gamification is widely recognized for its potential to enhance the asynchronous nature of college students' online learning interactions and mitigate efficiency deficits. However, the intrinsic structure and core conditions influencing online gamified learning engagement remain unclear. The challenge lies in understanding the mechanisms through which gamification alters learning behaviors. This study employs fuzzy set qualitative comparative analysis (FSQCA) for core condition identification and robustness testing, innovatively combining it with structural equation modelling (SEM). Drawing on the extended technology acceptance model (TAM) theory, this research delves deeply into the structural relationships that influence student engagement in online gamified learning. The evaluation reveals that immersive experience and habit are core conditions fostering high engagement among college students in online gamified learning. A lack of immersive experience leads to non-high engagement results. Structural equation modelling confirms the mediating role of immersive experience and habit in the effects of performance expectations and perceived fun in student engagement. Furthermore, the study substantiates the moderating influence of learning style on perceptual factors and normalizing elements and describes an interactive relationship between perceived behavioral control, subjective norms, and online gamification behavior. This research extends our understanding of perceptions, norms, and structural factors within a gamified learning environment. It uncovers the mechanisms of engagement from perception to normalization factors, highlighting the positive bidirectional influence of subjective cognition and objective factors on gamified learning and emphasizing the moderating role of learning style between perceptual factors and normalization elements. These findings provide a solid foundation for future research and practice in online gamified learning.

Profil gaya belajar siswa SMA kelas X pada materi sistem persamaan linear tiga variabel (SPLTV)

This research aims to describe the learning style profile of class Descriptive research with a qualitative approach is the method used in this research. This research was carried out in class X at a public high school in Karawang Regency. The subjects used were 36 class X students for the 2023/2024 academic year. Data processing was carried out by giving questionnaires to students and then analyzing them so that 3 students were selected as research subjects until the end, one student with a visual learning style, one student with an auditory learning style and one student with a kinesthetic learning style. Three selected students were given questions regarding Systems of Linear Equations with Three Variables (SPLTV). The selection of research subjects was taken from students in the medium category. Based on the research results, it was found that the learning style that is most widely used is the auditory learning style and the average result of working on SPLTV questions is 49.82, which shows that this value is below the KKM. Thus, students' ability to solve SPLTV questions is in the low category.

ESP in Vocational Institutes: A Mixed-Method Study of Students’ ESP Learning Style Preferences

In vocational institutes, English for Specific Purposes (ESP) education should incorporate basic linguistic skills with professional communication abilities. There is a problem with ESP teaching that uses the traditional teaching model of general English, which fails to consider the needs of students. To tackle this problem, the aim of this study is to identify the preferred perceptual ESP learning styles of 254 students in seven Chinese vocational institutes. Data collection and analysis were conducted using a mixed-methods approach that combined both quantitative and qualitative methods. An adapted version of the Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Joy Reid (1987) was used at the first stage. Subsequently, in response to the questionnaire results, 15 students participated in semi-structured interviews. The results showed that a significant number of students chose minor learning modes rather than major learning modes. According to the data analysis, kinesthetic learning was the most preferred learning style, whereas group learning was the least preferred. The second to fifth places belonged to individual, tactile, visual, and auditory learning styles. The findings of the study have implications for ESP teachers, curriculum designers, and researchers considering students’ preferred learning styles, changes in the learning environment, and materials adaptations.