Learning Styles Research Articles

Self-Directed Learning (SDL) Model on Pentigraph Writing Skills Among Primary School Students

Students' waning interest in writing personal narratives and the rise of readily available online examples have led them to take shortcuts, hindering their creative development. Traditional writing instruction, often limited to theoretical explanations, fails to engage students and lacks innovative strategies. This research investigates the effectiveness of the Self-Directed Learning (SDL) model in improving the pentigraph (three-paragraph) writing skills of fifth-grade students. Employing a quasi-experimental design with a quantitative approach and a Posttest-Only Control Design, the study involved 82 fifth-graders from Taman Kota Elementary School in Madiun, Indonesia. Convenience sampling selected two classes (VB and VC) with 20 students each. Data collection utilized questionnaires, tests, and documentation. Findings revealed a positive impact of the SDL model on students' Indonesian pentigraph writing skills. Through independent learning, students demonstrated improvement, progressing from basic tasks to planning, controlling, and self-assessment. The SDL model empowers students to develop their writing based on their unique learning styles. This research highlights the effectiveness of the SDL approach in enhancing pentigraph writing and student ownership of the learning process

Exploring Teaching Strategies Used by University Instructors to Enhance Student Engagement in Academic Subjects

This study explored the diverse strategies employed by university instructors, highlighting the need for adaptive teaching strategies consistent with constructivist theories to enhance student engagement in academic subjects. Because of the changing educational landscape, university instructors face challenges sustaining continuous student engagement. The study aimed to discover proactive measures that foster and stimulate student engagement, contributing to a more inclusive educational environment. Using a qualitative approach, in-depth face-to-face interviews and open-ended online questionnaires were conducted with 16 university instructors from Malaysia and China. The findings revealed the significant role of flexible teaching strategies in overcoming challenges and provided valuable insights for refining instructional practices to address diverse learning styles and cultural backgrounds. The research underscores the necessity of continuous adaptation and innovation to meet the evolving demands of modern education, guiding instructors to create more dynamic and responsive learning experiences.

TEACHING INFORMATION LITERACY: EFFECTIVE STRATEGIES

Being information literate is crucial for today's pupils if they are to become tomorrow's self-directed learners and innovative employees. Current information literacy (IL) pedagogical practices, however, have not necessarily been effective in providing students with the tools necessary for thorough research and memory recall. Therefore, effective instructional strategies are of utmost importance in IL education. The working hypothesis of this study is that students will have an easier time learning IL skills if they are able to include their interests—which are influenced by their dominant intelligences—into their coursework. As a result, the quality of their work would improve. Using a well-established educational approach—Gardner's idea of multiple intelligences—a course was developed to provide students with the IL skills they would need to test these postulates via project work. What followed was a comparison of the two groups' project quality: the experimental and control groups. Project results were much better for students who had received IL instruction that included the use of learning styles

포스트-평생학습과 학습의 존재론적 전환

In the various arguments that talk about the future of education, the six principles platform of the suburban education frame, which is still operating in the way of defining the learning style, is 'who, what, how, when, what, why' learning. It is expressed that the person can use it for the purpose of the indigenous people, is separated in time and space, and the object and method can be unique. The lifelong learning approach that can use concepts such as bearing environment learning, transformative learning, situated learning, and expanded learning is included in the scope of application from the moment of expanding the horizon of learning, and more new approaches are possible. In the view of researchers, it is necessary to understand from an independent and neutral perspective. Researchers attempt the generative ability of learning, that is, the '(object)-becoming' of learning, and unravel the new existential members of learning with Latour's owner network theory (ANT) and Gaia theory, which inherited Deleuze's assemblage theory. Through this, they try to refresh the image of “future lifelong education” through lifelong learning. The researchers argue that early lifelong education is futuristic, and what the 'abstract machine' is, and how it differs from the current fitness university signal configuration. Second, they analyze the future educational discourse being discused in the future into several turning points, and judge whether the ontological way of understanding learners will not deviate from the state university interpretation method despite the “future discussion” within it. Finally, the researchers introduce the post-lifelong learning perspective as a new way to replace it, and suggest methods and conditions that can define the existence and function of 'eco-global' learning.

Revolutionizing Education: The Impact of AI-Enhanced Teaching Strategies

In recent years, the integration of Artificial Intelligence (AI) into educational settings has revolutionized traditional teaching methodologies, leading to the development of innovative teaching strategies. This paper explores how AI-enhanced approaches are transforming education by personalizing learning experiences, improving student engagement, and optimizing instructional methods. Through adaptive learning platforms, AI tailors educational content to meet individual student needs, fostering a more inclusive and effective learning environment. Intelligent tutoring systems provide real-time feedback and support, enabling students to progress at their own pace and achieve mastery in various subjects. Additionally, AI-driven analytics offer educators valuable insights into student performance and learning patterns, facilitating data-informed decisionmaking and targeted interventions. By leveraging AI technologies, educators can create dynamic, interactive, and studentcentered classrooms that cater to diverse learning styles and preferences. This paper discusses the potential benefits and challenges of AI-enhanced teaching strategies and highlights the importance of integrating AI thoughtfully and ethically to maximize its positive impact on education.

A Conceptual Study on Effective Teaching Strategies for Inclusive Classrooms

Creating inclusive classrooms is a crucial aspect of modern education, aiming to provide equal learning opportunities for all students, including those with disabilities and diverse learning needs. The study reviews related literature to find effective teaching strategies for an inclusive classroom. To accommodate varied learning styles and capacities, the research strongly emphasizes differentiated training. Additionally, it discusses the Universal Design for Learning (UDL) framework, which offers a variety of interaction, representation, and expression options to improve teaching and learning initiatives. The integration of assistive technology is highlighted for its role in enabling students to access the curriculum and participate fully in classroom activities. Furthermore, as a strategy for fostering an active and encouraging learning environment in the classroom, Positive Behaviour Support (PBS) is covered. The study emphasizes how significant it is to foster an inclusive, cooperative, and respectful classroom environment. This research offers a guide for teachers who are dedicated to establishing inclusive classrooms that promote the achievement of all students through a blend of theoretical concepts and real-world experiences. Therefore, this conceptual paper analyzes the importance of selecting appropriate teaching strategies to create a practical inclusive classroom.

Hybrid, blended, and hyflex learning as future models for education

The education system continuously adapts to address abnormal social fluctuations such as pandemic lockdowns, climate change, disasters, and social distractions during war, migration, and more. Remote learning methods have advantages and disadvantages, a topic of discussion among many educators. Education is a critical part of society, ensuring the well-being of humanity. Future models for education refer to potential changes and advancements in the structure, delivery, and access to education. This includes innovations in teaching methods, learning environments, technology integration, and overall educational systems. Future models for education may involve the adoption of new teaching strategies and approaches that cater to diverse learning styles and preferences. This could include personalized learning, project-based learning, and flipped classrooms, aiming to enhance student engagement, critical thinking skills, and knowledge retention. The future of education may shift towards more dynamic and interactive learning environments, which can involve the use of virtual reality, augmented reality, gamification, and immersive simulations to create attractive educational experiences. Education in the future might incorporate innovative technology as a crucial component of the learning process, the use of artificial intelligence, adaptive learning platforms, online collaboration, and digital e-learning resources for content distribution. Technology integration targets to make education more accessible and flexible to individual student needs. Research plays a crucial role in shaping the future of education by notifying evidence-based practices and guiding decision-making processes. The article is a short review that discusses and analyses the differences and preferences between remote digital methods applying during COVID-19 restrictions.

Research on the impact of artificial intelligence on college students' learning

With the rapid development of artificial intelligence (AI) technology, its application in the field of education is becoming more and more widespread. This study aims to explore the impact of AI on college students’ learning, focusing on its role in learning motivation, learning styles and academic performance. Through a combination of quantitative and qualitative methods, the study found that AI not only enhances students’ learning motivation and stimulates their interest, but also promotes the diversification of learning styles and helps students learn more effectively and independently. In addition, students who use AI generally perform better academically than non-users, indicating that intelligent technology has a positive impact on academic performance. The research results provide an important reference for the formulation of education policies and the improvement of educational practices.

The effect of inquiry-based learning style in learning the skill of front rolling in artistic gymnastics for second-stage students in the Faculty of Physical Education and Sports Sciences according to their double coding

The research aims to identify the effect of employing the method of learning based on inquiries in educational exercises to learn the anterior skill in opening the technical gymnasium, and to know the effect of the method of learning based on inquiries in learning the anterior skill of opening in the artistic gymnasium for students of the second stage in the Faculty of Physical Education and Sports Sciences on According to their double coding, the experimental curriculum was adopted by the experimental design with the two experimental groups and the operational control (2 x 3) on a sample of (79) students who were traditionally chosen by (88.764%) of their community of originally (89) students represented by the students of the second stage in the College of Physical Education and Science Sports at the University of (Kirkuk) is continuing with the official urban development in the morning study for the academic year (2023/2024) for the first semester, Then they divided into implicit groups (6) within these two groups according to their double coding, and after identifying the skill test and preparing educational exercises for this experimenting method by applying tribal tests on Tuesday corresponding to the date (11/14/2023), and ended on Wednesday, the date of date (11/30/2023), the application (4) included educational units for this skill over two consecutive weeks, and then the grades were collected and statistically addressed with the SPSS system, and the conclusions were that it is possible to apply the vocabulary of the learning method based on inquiries in the lessons of physical education The volleyball operation for the second stage in the College of Physical Education and Sports Science, And that the application of the method of learning based on inquiries helps in learning the skill of the anterior argument in opening with the technical gymnastics among students of the second stage in the College of Physical Education and Sports Sciences more suitable for people with dual coding, followed by those with graphic coding, followed by verbal coding, and excels to learn it with students who study without them, It is necessary to focus on the practical applications of the methods of stimulating students learning to inquire more than the explanations and guidance in the educational units of the technical gymnastics to increase students ’empowerment to practice and apply based on the discovery of knowledge with performance.

Generative AI as a New Paradigm for Personalized Tutoring in Modern Education

Conventional education often falls short when delivering personalized and immediate support to all students, resulting in disparities in understanding and unequal learning opportunities. Generative Artificial Intelligence (GenAI) provides a scalable and cost-effective solution for on-demand tutoring, offering personalized support 24/7. This paper delves into the potential application of GenAI as an on-demand tutoring system, addressing the critical need for immediate and personalized educational support. Implementing GenAI to establish an on-demand tutoring system that delivers personalized, real-time assistance is vital in meeting the demands of today’s academic landscape. Critical components of this approach encompass advanced natural language processing techniques to comprehend and respond to student inquiries, machine learning algorithms to tailor support to individual learning styles, and a scalable cloud-based infrastructure to ensure round-the-clock availability. This approach’s expected scientific surplus value lies in its capacity to significantly enhance educational outcomes by providing scalable, personalized learning experiences. This paper elucidates a pathway for future research and development in this area, highlighting the potential of GenAI to revolutionize education and improve learning outcomes for all students.

Undergraduate physics students’ experiences: Exploring the impact of underrepresented identities and intersectionality

Historically, physics has been a predominantly male field, with previous literature showing that there is little diversity among U.S. physics students at the undergraduate and graduate levels or among physicists within the work force. Recent research indicates that the lack of diversity in physics is partially due to an unwelcoming climate within physics departments, as well as differential experiences during college. Most physics education research that addresses the lack of underrepresented identities within the field has focused on the identities of women and people of color. There has been little research to investigate people with multiple underrepresented identities, including those such as socioeconomic status, first-generation college students, or learning disabilities. Furthermore, there has been even less research conducted to better understand the impacts of the intersection of these underrepresented identities and how it relates to experiences when pursuing a physics major. In order to address this gap in the literature, our research project has investigated undergraduate physics students’ experiences to better understand what factors affect their experiences and how these may differ by the intersection of one’s underrepresented identities. In particular, we explored how these identities impact their experiences as a physics major. To achieve this goal, we conducted a series of in-depth interviews with physics majors at one university to learn more about their college experiences regarding physics. Our findings suggest that there is a disproportionate number of obstacles when pursuing a physics major faced by those with a greater number of underrepresented identities. We conclude that there is a need for more equitable pedagogical practices and departmental policies within the undergraduate physics experience, in addition to a more “human” approach to mentorship, in order to foster an environment in which students with underrepresented identities can feel supported and thrive academically and professionally. In particular, we believe that dedicated formal pedagogical trainings that teach diverse teaching skills to accommodate students with different learning styles would be useful to many university physics instructors. This type of formal training would include annual workshops designed to educate faculty on how curriculum, pedagogy, and departmental practices can be altered to be more inclusive with the intent to ensure a more equitable and welcoming experience for all students. Additionally, incorporating mentorship programs that focus on a more individualized and natural support system would likely benefit all students, especially those with underrepresented identities, by creating a more welcoming and inclusive space within physics departments. Published by the American Physical Society 2024

Multi-agent system-based framework for an intelligent management of competency building

To measure the effectiveness of learning activities, intensive research works have focused on the process of competency building through the identification of learning stages as well as the setup of related key performance indictors to measure the attainment of specific learning objectives. To organize the learning activities as per the background and skills of each learner, individual learning styles have been identified and measured by several researchers. Despite their importance in personalizing the learning activities, these styles are difficult to implement for large groups of learners. They have also been rarely correlated with each specific learning stage. New approaches are, therefore, needed to intelligently coordinate all the learning activities while self-adapting to the ongoing progress of learning as well as to the specific requirements and backgrounds of learners. To address these issues, we propose in this paper a new framework for an intelligent management of the competency building process during learning. Our framework is based on a recursive spiral Assess-Predict-Oversee-Transit model that is orchestrated by a multi-agent system. This system is particularly responsible of enabling smart transitions between learning stages. It is also responsible of assessing and predicting the process of competency building of the learner and, then, making the right decisions about the learning progress, accordingly. Results of our solution were demonstrated via an Augmented Reality app that we created using the Unity3D engine to train learners on Air Conditioner maintenance.

Influence of applying VARK learning styles on enhancing teaching skills: application of learning theories

BackgroundSocial media in our networks have been exploited as dynamic learning tools and free platforms.AimsThe main objective of this study is to determine the impact of VARK learning styles (visual (V), aural (A), read/write (R), and kinesthetic (K)) in enhancing parasitological laboratory skills using social media and various learning theories.MethodsA research sample of 100 chemists working in Mega Alfa labs underwent online learning of laboratory parasitology skills via Facebook posts and WhatsApp dictated messages for an average of 7 weeks. All posts served various VARK learning styles and were designed based on Zeigarnik’s effect (conducting information with tactical breaks), memory storage and retrieval strength theories (repetition of information). Trainees were classified according to their VARK learning style preferences and were evaluated through pre/post-tests. Data on VARK learning styles were summarized using frequency (count) and relative frequency (percentage). Data of pre-test and post-test scores were summarized using mean and standard deviation. T-test was used to compare pre-test and post-test scores. The difference between the pre-test results, the post-test results and the preferred learning style was analyzed using ANOVA with Tukey’s post-hoc testing. P-values less than 0.05 were considered statistically significant.ResultsIn a total of 100 trainees, tri-modal and multimodal learning styles were preferred by 40% and 30% of the trainees respectively; on the contrary, the unimodal and bimodal learning styles were the least preferred. In the trimodal and multimodal groups, the post-test results showed significant increase when compared with the pre-test results. Also, using the ANOVA test and a Tukey’s post-hoc comparison, the assemblage of multiple learning styles (tri-modal and multimodal) appeared to significantly improve the learning performance in the post-test results when compared with the unimodal and bimodal groups.ConclusionThe tri-modal and multimodal learning styles were found to influence the acquirement of the laboratory parasitology skills much better than the unimodal and bimodal learning styles. Kinesthetic learning should have a special emphasis in training.

Visual, audio, and kinesthetic students' learning independence: Improvement through the development of augmented reality media

Technology has provided new educational opportunities, but the implementation could be more optimal. Learning facilities that remain focused on conventional methods often need more learners with the Visual, Audio, and Kinesthetic (VAK) learning style. This study aimed to evaluate the effectiveness of this learning media in improving learning achievement and information retention, focusing on visual, audio, and kinesthetic learning styles. This research was a research development that used the Lee & Owens model, which consisted of analysis, design, development, implementation, and evaluation. The validation result of the media was 98.5%, material validation was 100%, and learning device validation was 100%. The results of the implementation of self-assignment in the control class obtained an average of 78.8 and in the experimental class 90.5. The research concluded that learning media is practical and can help facilitate biology learning in visual, audio, and kinesthetic learning styles.

Language Learning Strategies, Styles and Academic Achievement in English of Elementary Learners: Basis for Reading Program Intervention

Language Learning Strategies, Styles and Academic Achievement in English of Elementary Learners: Basis for Reading Program Intervention

Customizing English Language Teaching to Suit Individual Learning Styles of Students

This article explores the importance of understanding individual learning styles in the context of English language instruction for students. It argues that tailoring instructional methods and materials, to match the learning preferences of each student can enhance their overall learning experience and lead to better outcomes. The article reviews different learning styles and presents strategies for identifying them through assessment tools. It then discusses specific techniques and activities that can be used to target each learning style, including visual, auditory, kinesthetic, and tactile approaches. The article concludes by emphasizing the importance of flexibility and creativity in instructional design to meet the diverse needs of students. Keywords: learning styles, English language instruction, individual needs, instructional design, assessment, visual, auditory, kinesthetic

Gameful learning investigating the impact of game elements, interactivity, and learning style on student success

This study explores the effects of the aspects of game components, interactivity and learning-styles towards the main goal of providing an understanding of the factors that contribute towards the improvement of learning. Structured questionnaires were used to gather quantitative data from participants ranging from college going students to post graduate level students. The outcome of the quantitative organized queries also painted the picture consistent with all the quantitative hypotheses where regression models had been applied. The next level of credibility came from the quantitative results that ranged from mildly to strongly positive and supported by an expert indicating that the latter had improved due to the effects of gamification. Gathering the qualitative data was carried out by semi-structured interviews with six experienced educators. These educators provided deep descriptions and complex opinion on the personal experiences in the learning context that involve gamification. Unlike the quantitative analysis that focused on the overall results of gamification, the thematic analysis unfolded into the qualitative aspects regarding motivation, engagement, and the learner’s journey. Combining these quantitative and more especially qualitative data sets offers an alternating view of the gamification environment in education. The findings of the study do not only contribute to the theoretical body of knowledge in gamification but also offer real-life recommendations for the educators and institutions who are eager to bring changes to the traditional learning processes. Therefore, the study shows that there are no hard-liner advantages of gamification and that it can have positive impacts in various perspectives. It shows how game elements can improve the learning application and motivation and their capacity in dealing with different learning types and achieving better academic results. Additionally, the qualitative element strengthens the role of teachers, when describing the conditions and possibilities of using the gamification concept for actual educational teaching context.

Lines of Flight and Nomadic Trajectories: Visualising Rhizomatic Learning with Cartography

Aim. This article presents the research on using cartography as a research method based on Gilles Deleuze and Félix Guattari’s (2004) insights. The aim of the study – to unfold and visualise students' learning experiences in non-formal and informal learning contexts beyond the classroom. Methods. Cartography and rhizoanalysis. Cartography is a method of mapping (Wilmott, 2020). In order to create rhizomatic maps we used Deleuze and Guattari (2004) theoretical insights. The rhizoanalysis (Masny, 2015) was carried out according to Deleuze and Guattari’s (2004) rhizome principles: connectivity and heterogeneity multiplicity and rupture, cartography and decalcomania. The rhizoanalysis simultaneously reveals Alecia Youngblood Jackson and Lisa Mazzei's (2012) process of "thinking with theory". Thirty-eight students from upper-grade classes participated in this research. Each student’s learning path was depicted as their rhizomatic journeys, using various concepts such as nomads, lines of flight, becoming. Results. The rhizoanalysis makes it possible to reveal students’ rhizomatic learning experiences, areas of interest and learning styles. Such a map challenges an existing hierarchical framework and conveys how students’ freely make connections through lines of flight and create their own learning paths. Conclusions. This study demonstrates cartography as a useful methodology for visualising students’ learning experiences. Also, this study is unique and distinctive because it reveals the nomadic trajectories of individual learners and offers a thorough investigation of their activity destinations. The researchers of this study advise that students' non-formal and informal learning experiences be included into their formal education by using nomadic pedagogy.

Innovative Research on College English Teaching Model Based on Artificial Intelligence

College English teaching in the digital era faces both opportunities and challenges. Rich digital learning resources provide diverse content for language learning, while intelligent technology enables personalized teaching tailored to individual student needs. Ubiquitous learning allows for flexible learning beyond traditional classroom boundaries, but changing student learning styles presents challenges to traditional teaching methods. The innovative model of college English teaching based on artificial intelligence emphasizes building intelligent learning platforms, developing personalized learning paths, implementing adaptive assessment and feedback, and utilizing intelligent writing correction systems to enhance learning outcomes and autonomy.

Personalized Education via Mobile Technology Flexible Learning Frameworks

The prevalence of mobile and ubiquitous computing equipment is transforming how learners conduct their education. Nevertheless, the bulk of educational content generated for desktop platforms is unacceptable for handheld gadgets. Furthermore, some materials that are irrelevant to the preferences of the learner or the contextual environment might reduce the effect of learning and elevate the cost of communication. Furthermore, there is a deficit in the academic structure for mobile learning. This paper proposes personalized adaptation techniques for customized modification contents. This in turn strives to offer adaptive content contingent on learner experience and device capabilities. On top of that, it recommends a few alternatives to producing intelligent and adaptive material for children. Numerous facets of the study are examined to employ the benefits of learner, device, and location modeling in tandem with mobile technology to provide a personalized spread of multimedia-rich resources at any time or anywhere. As an outcome, it delivers proper learning resources and applies the learning style most suitable to the demands and tastes of each learner (personalized learning). Our system enables several types of learning styles to pick from, but the most significant aspect is to pair each learner’s characteristics with the right program and learning style. A novel chance for a broad range of learners to boost their knowledge in a tailored manner is made accessible by the adaptation of the material and styles, which enables the learning process to be dynamic. Additionally, our system’s resilience and interaction have risen owing to multi-agent system modeling.