Optimal Learning Outcomes Research Articles

Design and Application of Intelligent Assisted Learning System for Higher Education Students

The Intelligent Assisted Learning System for Higher Education Students is an innovative educational platform designed to enhance the learning experience for college and university students. Leveraging artificial intelligence, machine learning, and data analytics, this system provides personalized learning pathways, adaptive tutoring, and real-time feedback to students based on their learning styles, preferences, and performance. By analyzing student interactions, engagement levels, and academic progress, the system dynamically adjusts course materials, assignments, and assessments to optimize learning outcomes. This paper explores the integration of Cooperative User Knowledge Modelling (CUKN) into Intelligent Assisted Learning Systems (IALS) tailored for higher education. Through a systematic investigation of CUKN's role within IALS, we elucidate its potential to enhance personalized learning experiences for students. By leveraging user data, collaborative filtering techniques, and adaptive learning strategies, CUKN empowers IALS to dynamically tailor content recommendations, learning paths, and collaborative tools to individual student needs, preferences, and proficiency levels. Simulation results suggest significant improvements in student engagement and performance, with metrics such as a 30% increase in learning efficacy and an 85% satisfaction rate with feedback mechanisms. While promising, challenges remain in refining algorithms and ensuring seamless integration into educational practices.

Optimizing learning outcomes in aesthetic education through technological integration: AR/VR applications in hospitality aesthetics course

Optimizing learning outcomes in aesthetic education through technological integration: AR/VR applications in hospitality aesthetics course

The Impact of Technology-Enhanced Language Learning on Bilingual Education

Bilingual education stands as a pivotal approach in contemporary educational landscapes, aiming to cultivate bilingualism and enhance academic achievement among students. In recent years, technology-enhanced language learning (TELL) has emerged as a promising avenue to augment bilingual education efforts. This paper presents a thorough examination of the impact of TELL on bilingual education, synthesizing theoretical frameworks, exploring various technologies utilized, assessing effectiveness, and addressing challenges and future directions. The theoretical underpinnings of TELL encompass constructivism, sociocultural theory, and cognitive load theory. Drawing from constructivist principles, TELL engages learners actively in constructing knowledge through meaningful interactions with technology-mediated learning environments. Sociocultural theory accentuates the socio-cultural context of language learning, underscoring TELL's potential to foster collaboration and cultural exchange among bilingual learners. Cognitive load theory informs the design of TELL materials to optimize learning outcomes by managing cognitive resources effectively. Technologies employed in bilingual education span diverse platforms, including computer-assisted language learning (CALL), mobile applications, virtual reality (VR), augmented reality (AR), and online collaboration tools. CALL platforms offer interactive exercises and personalized feedback, while mobile applications afford ubiquitous access to language learning resources. VR and AR technologies provide immersive experiences, enriching cultural understanding and language proficiency. Online collaboration tools facilitate synchronous and asynchronous communication, fostering peer interaction and collaboration. Research findings underscore the effectiveness of TELL in enhancing language proficiency, cultural understanding, and overall learning outcomes in bilingual education settings. TELL interventions have demonstrated significant improvements across language skills, motivating learners and fostering positive attitudes toward language learning. However, challenges such as limited access to technology, digital literacy skills, and the need for teacher training persist, hindering widespread implementation. Addressing these challenges requires concerted efforts to promote equitable access to technology, enhance digital literacy skills, and provide ongoing professional development for educators. Collaborative endeavors among stakeholders are essential to develop inclusive strategies for leveraging technology to support bilingual learners effectively. Future research should focus on innovative TELL approaches, long-term impact evaluation, and best practices for technology integration in bilingual education. TELL holds immense promise in enriching bilingual education by providing interactive, engaging, and culturally relevant learning experiences. By leveraging theoretical frameworks and diverse technologies, TELL has the potential to transform language learning practices and cultivate global citizens proficient in multiple languages. However, concerted efforts are needed to overcome challenges and maximize the benefits of TELL for all bilingual learners, emphasizing the importance of collaboration, research, and advocacy in advancing bilingual education in the digital age.

Application of Virtual Reality (VR) in Facility Management Competency-based Training (CBT) in the Era of Industrie 5.0

This case study investigates the implementation of Virtual Reality (VR) technology in facilities management Competency-Based Training (CBT) within one of Singapore’s leading facilities and township management companies. Traditionally, workplace training in facility management has relied heavily on lecture-based methods, often resulting in insufficient preparation and a high turnover rate among newly onboarded staff. To address this challenge, this study explores the conversion of training materials into VR-based courseware, enabling immersive and interactive learning experiences. Two groups of newly onboarded staff underwent either traditional lecture-based or VR training sessions. Results indicate that those trained using VR exhibited a better comprehension of the material and higher levels of motivation compared to their counterparts in the traditional lecture-based group. However, it was noted that VR training carries the risk of cybersickness, with some participants reporting symptoms such as dizziness. To mitigate this issue, insights from existing literature on cybersickness are incorporated to enhance future VR training materials. This paper studies the application of VR in Facilities Management Competency-based training within the discourse of Industrie 5.0, the latest evolution of industrial technology that emphasizes human-machine collaboration and smart technologies such as VR. By leveraging VR technology for training purposes, this initiative aligns with the principles of Industrie 5.0, fostering innovation and efficiency in facility management practices. Overall, this research underscores the potential of VR in revolutionizing training methodologies within the practices of facilities management while addressing associated challenges to ensure optimal learning outcomes.

An Innovative Model of English Teaching Based on Particle Swarm Algorithm Construction

English teaching in construction plays a vital role in facilitating effective communication and collaboration within the industry. By equipping construction professionals with proficiency in English, they can navigate global markets, engage with multinational clients, and access a wealth of resources and knowledge available in the English language. English instruction tailored to the construction sector emphasizes industry-specific terminology, communication skills for project management, and comprehension of technical documents and specifications. Additionally, English language proficiency enables construction workers to comply with safety protocols, understand complex engineering plans, and participate in international conferences and training programs. This paper introduces an innovative model of English teaching tailored for construction professionals, utilizing a Particle Swarm Algorithm Construction with Weighted Particle Swarm Classification (W-PSO). Acknowledging the significance of effective communication in the construction industry, especially in multinational contexts, this research endeavors to optimize English language instruction through advanced computational techniques. The proposed model combines traditional teaching methodologies with the W-PSO algorithm, a metaheuristic optimization technique inspired by the behavior of particles in a swarm. W-PSO dynamically adjusts the weightings assigned to various instructional components, such as vocabulary acquisition, grammar instruction, and communication skills development, to optimize learning outcomes for construction professionals. Simulation results a cohort of 100 construction professionals participating in the English teaching program, the average improvement in English language proficiency is measured at 25% after completing the W-PSO-enhanced curriculum. Furthermore, specific language skills exhibit notable enhancements, with vocabulary acquisition increasing by 30%, grammar comprehension by 20%, and communication skills by 35%. The W-PSO algorithm dynamically adjusts the weightings assigned to various instructional components, optimizing the learning process. For instance, vocabulary acquisition receives a weighting of 0.4, grammar comprehension 0.3, and communication skills 0.3, resulting in a balanced and comprehensive approach to English language instruction.

Longitudinal Investigation: Impact of Production-Oriented Approach on Chinese University Students’ English Writing and Speaking Proficiency

This paper presents preliminary findings of a quantitative investigation of the effects of the Production-oriented Approach (POA) on the English writing and speaking proficiency of Chinese university students. Involving an experiment group instructed by the POA and a control group receiving regular instruction focusing on linguistic forms, the study organized reliable tests before, during and after the study, the data of which was analyzed from the perspectives of complexity, accuracy and fluency indices. Between-group and within-group analysis revealed that the experiment group exhibited a significant and sustained improvement in English writing and speaking fluency. However, notable progress in language production complexity and accuracy was lacking. Conversely, the control group demonstrated significant enhancements in both writing and speaking complexity and accuracy, with no observable improvement in fluency. The results underscore a cautious assessment of the effectiveness of the POA, suggesting its limited impact on students’ overall English proficiency in the context of this study. Educators and curriculum planners are encouraged to reconsider the comprehensive development of language proficiency within the POA. Striking a balance between a focus on form, which is prevalent in China’s English language education, and a focus on meaning is recommended for optimal language learning outcomes.

BEHAVIORISTIC LEARNING THEORY AND STUDENT MOTIVATION: IMPLICATIONS FOR ONLINE LEARNING DURING THE COVID-19 PANDEMIC

The Covid-19 pandemic has profoundly impacted education in Indonesia, necessitating the adoption of distance learning strategies. This shift, initially prompted by the pandemic's spread, introduced challenges such as decreased student motivation, technical hurdles, and digital disparities. Drawing upon Behavioristic Learning Theory, which emphasizes stimulus-response dynamics and reinforcement, it becomes evident that student motivation is pivotal in the learning process. During the pandemic, online learning witnessed fluctuations in student motivation, initially marked by heightened interest but later dampened by challenges like poor internet connectivity. Moreover, the transition from face-to-face to online learning underscored the significance of external factors, including the learning environment and support systems, in shaping student motivation. Government initiatives to address these challenges included providing online platforms, internet quotas, and adjusting learning policies. While online learning proved effective during the pandemic, it also highlighted the need for innovative approaches to sustain student engagement and motivation. Factors like parental involvement, teacher creativity, and student interest emerged as crucial determinants of motivation. As education continues to evolve, there is a pressing need to adapt learning strategies to meet diverse student needs, whether through online, offline, or hybrid approaches. Fostering intrinsic motivation and creating supportive learning environments remain paramount for ensuring optimal learning outcomes amidst the challenges posed by the pandemic and beyond.

Teachers’ Integration Strategies And Challenges On Inclusion In Selected Public Primary Schools In Lagos, Nigeria

Inclusion aligns with the goals of Education for All (EFA). Therefore, the study identified teachers’ integration strategies and challenges on inclusion in selected public primary schools in Mushin Local Government Area (LGA) of Lagos, Nigeria. Descriptive Survey Research Design was used for the study. 240 teachers in Basic 1-6 formed the sample size who were randomly selected across 24 public primary schools in the LGA. Ten teachers were randomly selected from each school. Three research questions in a 21-item structured questionnaire titled ‘Teachers’ Integration Strategies and Challenges on Inclusion’ (TISACI) was used to elicit information from respondents. The instrument was modified and validated by experts in Early Childhood and Measurement and Evaluation. The reliability instrument coefficient was at 0.798. Data collected were analyzed using descriptive statistics such as frequency count, percentages and mean. The study found out that that strategies teachers adopt to integrate pupils include differentiation, use of positive technology tools, giving individualized support and collaborative efforts among others. Also, the study outlined challenges teachers face in inclusion such as having to deal with diverse learners with diverse learning needs, lack of resources and support, poor knowledge in special education among others. The study also found that inclusion has positive impact on pupils’ academic performance as it fosters positive classroom climate, provides individualized support and encourages peer tutoring among others. It was therefore recommended that teachers’ professional training should focus more on tenets of special education, use of differentiation, and diversification of assessment strategies for optimal learning outcome in order to accommodate special needs pupils among others.

Influence of Technology-Assisted Reading Interventions for Improving Reading Skills in English Language Learners

This qualitative study investigates the influence of technology-assisted reading interventions on English Language Learners (ELLs) by examining the perspectives of seven participants and conducting classroom observations and document analysis. Employing a constructivist learning theory and the Technology Acceptance Model as the theoretical framework, the research explores how interactive, personalized, and multimodal learning experiences impact reading skills development. The methodology includes thematic analysis of interviews, observations, and lesson plans, revealing enhanced engagement, improved comprehension, effective vocabulary development, increased fluency, and facilitated peer collaboration as significant results. The study identifies challenges such as technical issues and accessibility, emphasizing the importance of equitable access to technology. The implications for educators and policymakers highlight the need for effective integration of technology-assisted interventions in reading instruction and support for ELLs to optimize learning outcomes.

EXPLORING YOUTUBE IN TEACHING COOKERY TO SECONDARY STUDENTS: A REVIEW

This review explores the role of online video tutorials in developing cooking skills, particularly in the context of senior high school culinary arts education shift to online learning necessitated the use of technology in education, with the Department of Education (DepEd) promoting platforms like YouTube for instructional content. While research directly on online video tutorials for cooking skills is limited, related fields highlight the benefits of video technology for skill development. These benefits include visual repetition, flexible access, and enhanced engagement. This review further examines student preferences for online video tutorials, focusing on YouTube as a primary platform. Students value the increased comprehension and cost-effectiveness compared to traditional methods. The review concludes by advocating for responsible use of online video tutorials to improve culinary education. Recommendations include promoting student engagement with online resources, ensuring tutorial quality, and providing ethical use guidance. Parental support is also identified as a critical factor in student success. Overall, this review emphasizes the potential of online video tutorials to transform culinary education while underscoring the need for responsible utilization and support mechanisms for optimal learning outcomes in the digital age.

Interactive Learning Media to Introduce Working Principle of Hybrid Machines Using Digital Platforms

Since the COVID-19 pandemic, education shifted to application-based and online lectures. In observations made until after the pandemic ended, the use of digital platforms in teaching and learning activities continued in a combined face-to-face and virtual mode. In engineering technology-based learning models, the use of digital platforms was often used. For example, in presenting PowerPoint presentation materials and similar applications. Students were able to absorb lecture material well as long as they didn’t go through boring lectures. Engineering lectures in classrooms and online classes based on presentation platforms were often viewed as boring. Due to this, teachers need to deliver lectures face-to-face in class and deliver material available in books and lectures. Online, the material presented was less attractive to students and was ignored. This study aimed to introduce interactive learning media in the form of a digital platform which contains material about hybrid engines, working principles and components and provides examples of their application in modern vehicle technology. The interactive learning media was used to support the material in lectures so that when attending lectures in class and practicing the material, students could follow them well and optimize learning outcomes. Interactive learning media was made as attractive as possible, informative, and easy to reach because it was accompanied by pictures and videos and had the advantage of being low-cost. The research method used was Research and Development conducted through direct observation of student behavior, then conducting interviews with relevant lecturers and distributing questionnaires to students to obtain valid results. The research continued with the development of a digital platform-based interactive learning media. The final results of the study stated that students and teachers agreed that digital platform-based learning media can be used as media support in teaching techniques. The resulting digital platform-based interactive learning media can be operated online on a laptop or smartphone. It is hoped that the results of this research can help the teaching and learning process in lecture techniques, especially material regarding hybrid engines.
 Keywords: interactive learning media, digital platform, COVID-19.

Transformasi Guru sebagai Fasilitator Pembelajaran di Era Digital

The development of information and communication technology (ICT) has changed the educational landscape, encouraging the transformation of the role of teachers into learning facilitators in the digital era. This research aims to explore this transformation phenomenon by exploring shifts in learning paradigms, identifying challenges faced by teachers, evaluating strategies for solving them, and analyzing their impact on student learning. The research method used is a qualitative approach, by collecting data, including in-depth interviews with teachers who actively use technology in learning and direct observation in classes that apply a technology-based approach. The research results show that the transformation of the teacher's role involves a shift in focus from a teacher-centered learning model to a more student-oriented approach, where the teacher acts as a learning facilitator who encourages active student involvement and collaboration. Challenges such as lack of digital skills and gaps in technology access among students are major barriers to adopting these new roles. However, resolution strategies such as training and professional development, collaboration with colleagues, and differentiation of learning have proven effective in overcoming these challenges. The impacts of this transformation include increased student engagement, creativity, critical thinking, and collaboration in digital learning. In conclusion, the transformation of teachers as learning facilitators in the digital era is a complex process that requires in-depth understanding, appropriate strategies, and ongoing support to achieve optimal learning outcomes in an ever-evolving context.

Medical Students` perception Regarding Using Study Guides in Clinical Education

Introduction: Study guide is a tool that helps to direct learners on the education path as a road map and can facilitate their learning process. Moreover, it provides useful information for educators to achieve optimal learning outcomes. Therefore, the present study aimed to investigate the students' perception regarding the application of study guides in clerkship and internship courses in the clinical education process at Shahid Sadoughi University of Medical Sciences. Methods: This analytical-cross-sectional study was conducted at Shahid Sadoughi University of Medical Sciences in 2020-2021. In this study, the viewpoints of 62 students regarding the use of study guides in the process of clinical education were investigated through a validated Agarwal's (2017) questionnaire. The content validity ratio (CVR) in all items was higher than 0.49, and the content validity index (CVI) in all items was reported to be higher than 0.79, with no items being omitted from the questionnaire. The required data were collected using the field research method. Data were analyzed using descriptive (mean, standard deviation, and percentage) and inferential tests (Students T-Test) in SPSS software (version 16.0). Results: The mean age of participants in this study was 25.32±0.71 years, and 33 participants (53.2%) were female. The mean satisfaction scores of the students from the internship and clerkship courses were calculated as 3.55±0.97 and 3.44±1.59, respectively, indicating the acceptable satisfaction of the externs and interns with the study guide. The results showed that there was no significant difference in the views of the participants regarding the application of the study guide in internship and clerkship courses (P=0.45). The highest mean score was reported in the "instructiveness" item (4.14±0.69). Conclusion: The results showed that the students considered the study guide an informative tool and a motivator for creating motivation for learning through increasing awareness and knowledge concerning the educational program and the learning process. Systematic planning is recommended for the use of learning guides to manage students' learning in medical school.

Pedagogical Processes to Help Children Learn Algebraic Identities in Mathematics

This paper focuses on refining the pedagogical processes instrumental in the mastering of algebraic identities, employing a meticulous approach to instruction. Emphasizing the utility of resources specifically tailored for visualization, the paper primarily seeks to deepen understanding. Its aim is to instill and foster algebraic thinking among children, encouraging active engagement in the exploration of patterns and problem-solving within the realm of algebra. A significant facet of the research lies in its nuanced acknowledgment and targeted resolution of common challenges inherent in comprehending patterns and algebraic thinking, providing a thoughtful intervention in educational practices. Moreover, the research advocates for the exploration of diverse representations of identical algebraic concepts, acknowledging the multifaceted nature of learning, drawing from other subjects, the idea of memorization of patterns in order to internalize the concepts such that their application can be made irrespective of circumstances such as in grammar where the base rules for the constructions of sentences have to memorized after which their rules can be applied in varied circumstances. The outlined learning objectives for students extend beyond rote memorization, encompassing the identification and recall of common algebraic identities, graphical representation of their meanings, application in simplifying expressions, and the cultivation of critical thinking and problem-solving skills. The paper's holistic approach is further highlighted by its emphasis on effective communication in mathematics, stressing the importance of utilizing appropriate language. This well-rounded strategy, integrating theoretical understanding, practical skills, and critical thinking, is meticulously designed to optimize learning outcomes in the intricate domain of algebraic identities, offering a comprehensive foundation for students to build upon.

Penggunaan Website Wordwall Sebagai Media Pembelajaran Untuk Meningkatkan Motivasi Belajar Siswa di SMK Bima Utomo

A teaching program is a plan for implementing the teaching and learning process which is based on consideration of the objectives to be achieved, materials, methods, tools, time allocation and evaluation so that students master the learning process and have optimal learning outcomes. Wordwall is an interactive media that provides features to foster student learning motivation according to the learning material presented by the teacher in class. Word wall media provides features such as quizzes, matching, pairing, anagrams, random words, word searches, grouping. The PkM (Community Service) Lecture Program with the title "Using the Wordwall Website as a Learning Media to Increase Student Learning Motivation at Bima Utomo BS Vocational School" is carried out by prioritizing how to use the wordwall website, especially for teachers or teaching staff at Bima Utomo BS Vocational School with the main aim increase student learning motivation and make it easier for teachers to deliver learning material. The results of the implementation of Community Service at BIMA UTOMO BS Vocational School, Sidodadi Village, Batang Kuis District, Deli Serdang Regency, North Sumatra which was carried out from February 5 - February 27 2024, the team was able to adapt well so that a cooperative relationship was established between the school, students and students, teachers are able to use wordwall media as an interactive learning media for the continuity of teaching and learning activities, socialize the use of wordwall media as an interactive learning media, provide contributions in the form of assistance to the school regarding administration and students feel motivated by the existence of interactive learning media.

AI in education: A review of personalized learning and educational technology

The integration of Artificial Intelligence (AI) in education has ushered in a transformative era, redefining traditional teaching and learning methods. This review explores the multifaceted role of AI in education, with a particular focus on personalized learning and educational technology. The synergy between AI and education promises to address individualized needs, enhance student engagement, and optimize learning outcomes. Personalized learning, enabled by AI algorithms, tailors educational experiences to the unique needs, preferences, and pace of each student. This approach goes beyond a one-size-fits-all model, fostering a more inclusive and effective learning environment. The review delves into the diverse applications of AI-driven personalized learning, ranging from adaptive content delivery and real-time feedback to intelligent tutoring systems. It analyzes the impact of these technologies on student performance, highlighting the potential to narrow educational gaps and cater to diverse learning styles. Educational technology, powered by AI, extends beyond the classroom, encompassing online platforms, virtual reality, and interactive tools. The review explores the integration of AI in curriculum development, content creation, and assessment methods, offering insights into how these technologies augment the teaching and learning experience. Furthermore, the review examines the role of AI in automating administrative tasks, allowing educators to redirect their focus towards personalized instruction. Challenges and ethical considerations associated with the adoption of AI in education are also scrutinized. Privacy concerns, algorithmic biases, and the digital divide are discussed, emphasizing the importance of responsible AI implementation. The review underscores the need for collaborative efforts among educators, policymakers, and technologists to establish ethical guidelines and ensure the equitable distribution of AI-enhanced educational resources. This review provides a comprehensive examination of the evolving landscape of AI in education, with a spotlight on personalized learning and educational technology. As the symbiosis between AI and education continues to evolve, this synthesis of current research and trends aims to guide future developments, fostering an informed and progressive approach to the integration of AI in the educational sphere.

EFEKTIVITAS STRATEGI PEMBELAJARAN SISWA AKTIF PADA PENINGKATAN PEMAHAMAN KONSEP DAN PENERAPAN PRAKTIS

<p><em>This study investigates the effectiveness of active student learning strategies in improving both conceptual comprehension and practical application. The research explores how engaging students in active learning methods positively influences their understanding of concepts and enhances their ability to apply theoretical knowledge in practical settings. The study employs various instructional strategies designed to promote active participation and critical thinking among students, aiming to identify the most effective approaches for optimizing learning outcomes. The findings contribute valuable insights to educational practices by highlighting the significance of incorporating active learning strategies for a comprehensive and practical understanding of academic concepts. </em></p>

The Effect of Using Interactive Multimedia Design with the STEM VR Approach to Strengthening Pancasila Student Profiles in Elementary School

In producing interactive multimedia, based on STEM VR, with the help of virtual reality which elementary school students need in studying human digestion material, it is hoped that virtual packaging of human digestion material will increase students’ understanding of the topic that cannot be seen by the naked eye. Critical and creative research was carried out on the development of interactive multimedia based on virtual reality for learning about human digestion in fifth-grade elementary schools. This research uses the MDLC stage model with six stages, namely concept, design, material collection, assembly, testing, and distribution. The subject is fifth-grade elementary school. The VR-based interactive multimedia product was validated by experts and continued with a posttest and user response questionnaire with the following results. The science material interactive multimedia product has been validated by material and media experts with results that are very suitable for use in the learning process. Then the product was tested on a limited basis at the SDN Rejosari 01 Semarang school with the influence of 84.4% of students really liking VR-based interactive multimedia products and 15.6% being influenced. Other factors that prevent students from achieving optimal learning outcomes include the school’s lack of VR-related infrastructure so that students are not optimal.
 Keywords: the effect, interactive multimedia, STEM VR, Science material, elementary school

Effective Study Hours for Students in the Distribution of Subjects at Vocational High School

The improvement of the learning quality in schools is closely tied to effective time management. Appropriate scheduling of study hours can play a crucial role in achieving optimal learning outcomes for students. This research aims to analyze and understand how effective study hours can influence the distribution of subjects in schools to enhance students' learning outcomes. The study adopts a qualitative approach with a descriptive research design. The research location is conducted at SMKN 6 Surakarta, utilizing data collection techniques including interviews with students and teachers, documentation related to class schedules, and data triangulation techniques to ensure information validity. Data analysis involves interview transcription, categorization, and the identification of emerging patterns. The findings indicate that the effectiveness of study hours significantly impacts the distribution of subjects. Students experiencing effective study hours tend to have a better grasp of the subjects, while suboptimal study hour distributions can hinder achieving the expected learning outcomes. These findings underscore the importance of thorough planning regarding study hour arrangements to enhance learning effectiveness.

A DESCRIPTIVE STUDY TO ASSESS THE LEARNING STYLES ADOPTED BY UNDERGRADUATE NURSING STUDENTS AT SELECTED COLLEGE, BENGALURU

Background: Learning styles refer to an individuals preferred way of acquiring and processing information. Understanding a students learning style can be crucial for optimizing educational outcomes. In nursing education, catering to diverse learning preferences can enhance student engagement and prepare them for the complex demands of the profession. This study aimed to investigate the learning styles and their relationship with study variables among undergraduate nursing students. Methods and Materials: A descriptive cross-sectional design was employed. The study was conducted at a selected college in Bangalore, India. A total of 105 undergraduate nursing students were recruited, stratified by their year of study, and selected through proportionate random sampling. Participants completed the Inventory of Learning Styles (ILS) questionnaire, which assesses four learning styles: undirected, application-directed, reproduction-directed, and meaning-directed. Additionally, data on their age, gender, marital status, place of residence, pre-university percentage, preferred medium of instruction, average study hours, and average writing assignment hours were collected. Descriptive statistics, including mean, standard deviation, frequency, and percentage, were computed for the learning style scores and demographic variables. Chi-square tests were used to analyse the association between learning styles and selected demographic variables, while Pearson correlation coefficients were calculated to examine the relationship between age and learning styles. Results: The findings revealed that students utilized a variety of learning styles, with the majority favouring undirected (64.34%), application-directed (74.24%), reproduction-directed (63.47%), and meaning-directed (65.26%) styles. Interestingly, no significant correlation was found between age and any of the learning styles (all p-values > 0.05). Moreover, the chi-square analysis indicated an association between average hours of study and average hours of writing assignments with the reproduction-directed learning style at the 0.05 level of significance. Conclusion: This study highlights the diverse learning preferences among undergraduate nursing students, regardless of their age. Educators in nursing programs should incorporate diverse pedagogical approaches that cater to these different styles to optimize learning outcomes and adequately prepare students for the challenges of the nursing profession. Further research with larger sample sizes could delve deeper into the factors influencing learning styles in this population and provide even more valuable insights for educational design.