Diverse Learning Styles Research Articles

Virtual Reality in Algorithm Programming Course: Practicality and Implications for College Students

Virtual Reality (VR) is one of the revolutionary technologies in education that can simulate learning interactively and realistically. The reliability of VR supports various variations in learning, including learning programming algorithms. This research aims to design and develop VR in learning programming algorithms. The ADDIE model is applied in this study to develop products through the stages of analysis, design, development, implementation, and evaluation. The analysis of learning problems shows the unavailability of interactive learning media that can support various learning styles of students in programming algorithm materials. Therefore, this VR learning design integrates various elements of students' learning styles, including visual, audiovisual, kinesthetic, and reading. The product developed is in the form of a VR application that presents learning by having a variety of learning styles. Audiovisual displays are presented in a VR environment, while kinesthetic interactions are obtained through user movements, and material information and readings are presented in a VR environment. The data collected included the results of a practicality and effectiveness test involving sixty-six students. The results of the practicality test show that this VR product is practical to use based on the indicators of convenience, attractiveness, efficiency, and benefits. Meanwhile, the effectiveness test shows that this VR product can improve learning outcomes better than traditional learning methods. Overall, the VR products developed have proven to be practical and effective in learning programming algorithms. The presence of VR, which presents a variety of realistic displays in a virtual environment, opens opportunities for further research related to distance learning through VR technology as well as an analysis of the impact of VR on health.

Introduction Strategies for English Extracurricular Masterpieces

Comprehension Passages: A Guide for English Teachers provides a comprehensive overview of strategies and methodologies to enhance reading comprehension among English language learners. It begins by emphasising the crucial role of reading comprehension in language learning and identifying the common challenges students face while dealing with comprehension passages. The article outlines the cognitive processes involved in reading comprehension, including the decoding of text and the integration of new information with existing knowledge, and discusses the common obstacles students encounter. Key teaching strategies for reading comprehension are explored in detail. These include pre - reading strategies that activate prior knowledge and set purposes for reading, during - reading strategies that maintain engagement and foster understanding, and post - reading strategies that reinforce learning and evaluate comprehension. The integration of technology and multimedia in reading lessons is highlighted, emphasising the use of digital tools and interactive content to cater to diverse learning styles and preferences. Additionally, the article discusses the importance of adapting teaching methods to accommodate various learners, underscoring the need for understanding different learning styles in the context of reading comprehension. It also delves into the role of assessment and feedback in reading education, outlining effective methods for assessing reading comprehension skills and providing constructive feedback to improve student performance. Overall, the article serves as a practical guide for English teachers, offering insights and strategies to effectively navigate the complexities of teaching reading comprehension. It aims to equip educators with the tools necessary to enhance their students' reading skills, thereby fostering a deeper understanding and appreciation of the written word.

Investigating Verbal Learners' Perspectives on Silence in English as a Foreign Language Classrooms in Myanmar

Recognising the value of silence in English as a Foreign Language classes, this study aims to extend critical discussion to similar issues in Myanmar classrooms. We explored how verbally active Myanmar EFL students interpreted classroom silence. A qualitative case study was used to interview three self-perceived EFL ‘verbal learners’. Data analysed thematically using Jaworski's (1993) silence categories and Kurzon's (1995) model of intentionality revealed that participants acknowledged the benefits of silence, yet complained about unintended and pointless silences. The study highlights the usefulness of silence in in-class group learning and the need to explore silence holistically for diverse learning styles.

Utilizing Virtual Reality Tours in Language Learning

Virtual reality (VR) has been recognized as a revolutionary technology in education, providing a multitude of benefits that enhance learning experiences and outcomes. By immersing students in interactive and engaging environments, VR can make abstract concepts tangible, foster deeper understanding, and accommodate diverse learning styles. With VR, students can be fully engaged in dynamic and stimulating environments, which can transform abstract concepts into concrete experiences. This immersive approach can promote a deeper grasp of the subject matter. An example demonstrated how VR may engage students and foster interactive learning by enabling them to investigate intricate systems and surroundings that would be unfeasible or inconvenient (Freina & Ott, 2015). In addition, VR was shown to provide affordances that are believed to enhance learning, such as the first-person experience and the sense of being present in a particular location, also known as presence or spatial presence (Mikropoulos & Natsis, 2011). Although these advantages have been documented, the implementation of this technology has proven challenging or unfeasible for many teachers and learners due to financial constraints. VR photos and videos, which are commonly referred to as 360-degree media, have become readily available resources that can be utilized to create low-cost immersive experiences for people who are learning. Researchers have claimed that previous research has demonstrated the usefulness of these tools in boosting spatial presence and interest among participants in virtual reality tours that were conducted as part of one-off investigations (Petousi et al., 2023). However, these findings need to be supported by research over extended periods of time in a variety of educational settings to gain an understanding of the intricacies and limitations of this technology-based instructional approach. This poster describes two initiatives in which VR tours have been integrated into language learning settings. The first initiative employed a design-based research methodology to assess the efficacy of VR tours among online learners in France and Japan while the second initiative is an ongoing project that focuses on teaching the Filipino Language in a Japanese classroom using blended learning. This poster showcases the results of research conducted as part of the initiatives. The findings demonstrate the positive impact of virtual reality tours on student motivation and highlights the role of various factors, including instructional material, learners' personal traits, and the physical environment in which they engage in online learning, in addition to spatial presence and technological novelty. Moreover, this poster presents information regarding the process of improving the tours and lessons, as well as the platforms and technologies that were utilized to address concerns regarding usability and sustainability.

Evaluating VR-Based Learning Experiences for Enhanced Engagement

Abstract: This research paper investigates the role of Virtual Reality (VR) in transforming educational experiences and enhancing student engagement. As educational institutions increasingly incorporate immersive technologies into their curricula, this study evaluates how VR-based learning environments can facilitate deeper engagement and improved learning outcomes. Through a qualitative approach, the research includes qualitative insights from interviews and focus groups assessing learner perceptions of VR experiences. The findings reveal that VR significantly enhances engagement by providing immersive, interactive, and contextually rich learning experiences, thereby promoting active participation and motivation. Additionally, the study highlights the potential of VR to cater to diverse learning styles and foster collaboration among students. However, challenges such as technical limitations, accessibility issues, and the need for adequate teacher training are also addressed. The paper concludes with practical recommendations for the effective implementation of VR in educational settings, emphasizing the importance of creating a supportive infrastructure to maximize its educational benefits.

Impact of Learning Styles on Students’ Retention of Information

This study investigates the impact of Visual, Auditory, and Kinesthetic (VAK) teaching methods on student retention within the context of China's evolving educational landscape. Acknowledging the country's significant strides in educational reforms and technological integration, the research aims to empirically determine the effectiveness of these teaching methodologies have on enhancing student engagement and information retention. The study is of critical importance as it seeks to inform educational practices and policies, with the goal of improving instructional strategies to align with diverse learning preferences. The research fills a notable gap in the empirical literature regarding the comparative impact of VAK methods on student retention in China, where traditional lecture-based methods are still predominantly employed. Findings from this study could influence teacher training programs and contribute to the development of a more inclusive educational system that caters to the varied learning styles of students. Through a synthesis of existing literature and the researcher's observations of differing engagement and retention rates with traditional versus varied teaching methods, the study provides valuable insights into the potential benefits of integrating visual, auditory, and kinesthetic elements into teaching practice. The research aligns with a body of studies that have demonstrated the effectiveness of VAK methods in enhancing learning outcomes, although it acknowledges the variability in outcomes based on context, subject matter, and individual learner differences. This paper also recognizes the importance of ongoing assessment and customization of teaching strategies to meet the specific needs of students in diverse educational settings.

Hybrid and Blended Learning Models: Innovations, Challenges, and Future Directions in Education

The rise of hybrid and blended learning models has transformed educational practices, combining the strengths of in-person and online learning. This review explores recent innovations, challenges, and future directions in these models. Technological advancements such as artificial intelligence (AI), adaptive learning platforms, and virtual reality (VR) are reshaping the delivery of hybrid education by offering personalized learning experiences, automating assessments, and creating interactive simulations. Pedagogical shifts, including flipped classrooms and competency-based education, are becoming central to hybrid learning environments, emphasizing student-centered approaches and maximizing active engagement. The integration of microlearning and modular course design further enhances flexibility, catering to diverse learning styles and paces. Despite these innovations, significant challenges remain. Issues of equity and access persist, with underprivileged students facing barriers due to lack of internet connectivity and digital resources. Additionally, instructors face increased workloads and must adapt to new technologies, often requiring further training to manage hybrid classrooms effectively. Maintaining student engagement, particularly in asynchronous settings, also presents difficulties. The review highlights best practices, such as the use of interactive learning strategies, continuous assessment, and offering flexible learning paths to support student success in hybrid settings. Looking forward, the future of hybrid and blended learning points towards greater personalization through AI, enhanced sustainability by reducing the reliance on physical infrastructure, and the integration of immersive technologies like augmented and virtual reality. These advancements hold the potential to revolutionize hybrid learning, making education more accessible, engaging, and adaptable to a variety of learning environments.

Advancing autonomy in Tunisian higher education: Exploring the role of technology in empowering learners

This study explores technology-based learner autonomy in Tunisian higher education, focusing on the Raqqada English department. It examines student engagement with technology-driven learning and the challenges faced by educators, highlighting a gap between students' theoretical readiness for self-directed learning and their actual use of digital tools. Utilising a mixed-methods approach, quantitative data were collected from 102 English students via questionnaires, and qualitative data from interviews with 25 educators. Findings reveal that while 80% of students engage in autonomous learning outside the classroom, in-class technology usage is significantly lower, indicating a disconnect with existing infrastructure. Furthermore, 76% of students acknowledge technology's role in supporting diverse learning styles, and 67% link smart classrooms to increased motivation. However, challenges such as limited digital literacy, inadequate training, and poor infrastructure hinder effective technology integration. Educators expressed concerns about rigid teaching methods and insufficient autonomy at earlier educational levels, suggesting that autonomy is better developed at the master's level. The study concludes that enhancing infrastructure, training, and digital resource availability is crucial for advancing learner autonomy. Recommendations include fostering intercultural collaboration through programs like Collaborative Online International Learning (COIL) and implementing varied assessment methods to evaluate learner autonomy better. Additionally, professional development programs for educators and students are necessary to promote autonomy and active learning strategies.

The Implementation of Differentiated Learning in SMKN 10 Jeneponto

This research was conducted at SMKN 10 Jeneponto with Class X.TKJ as the study sample, selected through random sampling. The study explored the implementation of differentiated learning in content, process, and product, focusing on observations and interviews with teachers and students. The observations revealed that most aspects of differentiated learning were implemented, though some areas, such as content differentiation based on students' abilities and the provision of additional materials for students seeking challenges, were not fully realized. The process of differentiated learning, including the use of varied teaching methods, individual guidance, and flexible pacing, was mostly successful. However, the teacher did not provide an assessment rubric tailored to each student’s learning style, focusing instead on students’ overall understanding. Interviews with students indicated that most opted for written products due to time constraints and a preference for easier, quicker tasks. The findings suggest that while differentiated learning is being practiced, further attention to content differentiation and assessment rubrics is needed to fully support diverse student abilities and learning styles.

ASSESSING SHS STUDENTS’ NEEDS E-WORKSHEET BASED ON DIFFERENTIATED INSTRUCTION

Education in Indonesia has developed a lot over time. Differentiated learning in the independent curriculum allows teachers to adjust instruction to meet the diverse needs of students. This approach acknowledges that students have varied learning styles, strengths, and interests. This study aimed to uncover the needs of senior high school students for developing differentiated instruction-based e-worksheet in English subjects for 10th Grade students. This study was conducted at MAN 3 Palembang to explore the perspectives of 30 tenth-grade students and their English teacher. To achieve the objectives of this study, a mixed-methods approach was applied, combining both quantitative and qualitative data collection methods. The data were obtained using a questionnaire and semi-structured interviews. Participants of this study were the tenth-grade students and English teacher. The result of the needs analysis showed that: 1) English learning materials with technology integration are limited and need development. 2) Students need differentiated instruction-based e-worksheets for reading that match their abilities. Therefore, this study is also used as the preliminary study to develop a differentiated instruction-based e-worksheet that can be used for English learning.

Exploring the Impact of Mobile Devices in E-Learning: A case Study Evaluating its Effectiveness

Aim. The integration of mobile devices into educational environments has revolutionized the landscape of e-learning, presenting new opportunities and challenges. This research paper aims to examine the pivotal role of mobile devices in the e-learning environment and assess the effectiveness of mobile learning applications in enhancing the educational experience. Methodology. The study employs a mixed-methods approach, combining quantitative data through surveys and usage analytics with qualitative insights derived from interviews and focus group discussions. Results. By analyzing the perspectives of both educators and learners, the research investigates how mobile devices contribute to the flexibility and accessibility of e-learning content. Additionally, the paper evaluates the effectiveness of various mobile learning applications in promoting engagement, knowledge retention, and overall learning outcomes. It scrutinizes the features that contribute to the success of these applications, such as user interface design, interactivity, and adaptability to diverse learning styles. Furthermore, the research delves into the challenges associated with mobile learning, including issues related to device compatibility, connectivity, and user motivation. Strategies to overcome these challenges and optimize the benefits of mobile learning are explored. The findings of this study are expected to provide valuable insights for educators, curriculum designers, and developers of mobile learning applications. Conclusion. The research contributes to the ongoing discourse on the effective integration of mobile devices in e-learning environments and offers recommendations for optimizing the design and implementation of mobile learning strategies.

Decoding didactic discourse strategies in digital posters

The research paper explores the critical role of didactic discourse in educational settings, with a specific focus on digital environments. It elucidates the fundamental elements of digital didactic discourse, encompassing clear communication, structured content organization, engaging features, and accessibility considerations. The paper also delineates the advantages of utilizing digital posters over traditional formats, highlighting their interactivity, dynamic content, and ability to reach a broader audience. A comprehensive analysis of a digital poster on parts of speech serves as a case study to showcase the efficacy of structured content, practical examples, color coding, progression, contextualization, hyperlinks, accessibility features, clarity, scalability, and overall effectiveness in creating an engaging and informative educational resource. The findings underscore the significance of harnessing digital technologies in didactic discourse to elevate learning experiences, foster better comprehension among learners, and cater to diverse learning styles and needs. This research contributes to the ongoing discourse on integrating technology into education to optimize pedagogical approaches and enhance educational outcomes.

<b>Insights From the Frontlines: Students' Perceptions of Teaching Methods in a Nigerian Medical School </b>

Background The teaching skills of the teachers impact the learning outcomes, and it is expected that learning can be enhanced through appropriate instructional strategies that will optimally help the students. An understanding of student’s perception of the available teaching methods will provide insight into what the challenges are, and how this information can be used to further optimize learning outcomes. Methods A qualitative phenomenology study using focus group discussions among 41 clinical medical students in a developing Nigerian medical school. An inductive thematic analysis was performed on the transcribed recorded data from the group discussions. Results Six themes emerged: participation, clarity and applicability, encouragement and feedback, teaching aids, students-teachers relationship, and learning environment. Students preferred problem-based learning and small group teaching, perceiving didactic lectures as lengthy and boring. They emphasized the need for teachers to use real-world examples, provide feedback, and adopt student-centered approaches. The majority of students preferred visual learning aids but noted inadequate infrastructure and resources for their preferences. Conclusions This study highlights the importance of student-centered teaching methods, incorporating visual aids and problem-based learning, to enhance engagement and retention. Teachers should adapt their instructional strategies to cater to diverse learning styles and promote interactive learning. The study suggests retraining clinical teachers to adopt student-centered approaches and utilize available resources effectively. By prioritizing student feedback and adopting inclusive teaching methods, medical educators can optimize learning outcomes and prepare students for the demands of healthcare practice. Keywords: medical, students, perceptions, teaching, methods.

Current and Future Directions for School Media Specialists

School media specialists have served as technological experts for their schools and have been pioneers with digital natives, helping create good digital citizens and addressing digital gaps for learners and advocate for access no matter what barriers students face. School of Library and Information Science programs have focused on creating a curriculum that will help create a school technology expert for every school library. This served schools well during the COVID-19 shutdowns, where the school had to find new ways for students to learn remotely.School media specialists have now become the target of hate in their schools. This has become increasingly complicated with states legislating what can be put in school libraries and how teachers can address historical events. School media specialists are required to make decisions on access or potentially losing their jobs. While these are important areas, they are just a small part of the job for school media specialists. The American Association of School Librarians has increased the expected role for school media specialists, having them often serve as teacher, instructional partner, information specialist, and program administrator, all in addition to serving as the expert technologist at their school. However, not all school media programs take this approach to pedagogy for school media.School media specialists create technological opportunities for schools and are a key source for teachers seeking to reach students with diverse learning styles while informing and building relationships with families on internet safety and other important topics. Teachers depend on school media specialists to provide resources and support for the classroom while school media specialists also support students’ intellectual freedom. Ultimately, the focus for school media specialists has been to try to create a school library that represents everyone’s values. While this sounds ideal, it has been a difficult road for the profession.The position of school media specialist has changed dramatically over the last four years. This panel seeks to address research contributions to scholarship on school media specialists and how Schools of Library and Information Science are changing their programs to prepare school media specialists for the workforce. There will be a moderator and a panel comprised of four faculty members who are educators, practitioners, and researchers specializing in school media. Their perspectives and expertise will be present in this discussion, along with the following discussion topics:What are your current research findings telling you?What are practitioners experiencing?What is working with educational pedagogy in school media?What is not working with educational pedagogy in school media?What new technologies have you incorporated into the curriculum?What changes are being made at Schools of Information Science programs to help ready students for the current environment?The panel will explore questions of education, research, and practitioner-based experiences to address concerns impacting school media specialists. The information will inform the future discussion and curriculum pedagogy for school media specialists. The panel discussion will be formatted around the expertise of the faculty with school media. These discussions will inform pedagogical teaching practices in school media programs and hopefully provide a framework for improvement.

Investigation on Understanding the Numeracy Capacity of Intellectual Disabled Students using Enabling Technology Tools: Web Application, AR and UI/UX

The population of individuals with intellectual disabilities (ID) is increasing, necessitating assistance with a wide range of daily activities. Acquiring and assessing numeracy and communication skills are critical for this demographic, requiring tools and techniques tailored to their specific needs. Effective educational tools must employ multi-modal and multi-sensory approaches to cater to diverse learning styles and incorporate assistive technological solutions. Despite the availability of numerous tools, there is a need to enhance their utility and effectiveness. This study aims to identify and refine the requirements for an innovative educational tool that employs Two-dimensional (2D) and Augmented Reality (AR) technologies. To achieve this, we conducted semi-structured interviews and surveys with teachers working with students with ID, gaining insights into the current solutions, advantages, and limitations. Additionally, we used physical props as design probes in a co-design methodology to better understand and elicit the true needs of individuals with ID. The findings from this research will inform the development of a 2D/AR tool designed to make learning mathematics more engaging and effective for individuals with ID, contributing to the advancement of inclusive education practices. Enabling Technology plays a significant role in the numeracy ability among people with ID. Generative AI and Explainable AI shall further improve learning ability in the years to come.

Analysis of Learning Styles Based on Indonesian Language Learning Outcomes in Elementary School Students

Understanding students' learning styles is a key factor in effective learning, as it helps teachers optimize the teaching and learning process and improve student success. This study aims to examine the relationship between students' learning styles and learning outcomes in the Indonesian language subject. The research uses a survey method with a sample of 46 fifth-grade elementary school students using saturated sampling techniques. The results indicate that the majority of students have a kinesthetic learning style (43.5%), followed by visual learning styles (30.4%) and auditory styles (26.1%). The learning outcomes of visual learners are higher compared to the others, with an average score of 84.3 in the good category, while auditory learners perform better than kinesthetic learners but lower than visual learners, with an average score of 81.4 in the fair category, whereas kinesthetic learners have lower results compared to the others, with an average score of 79.5 in the fair category. This suggests that a teaching process that does not consider the diversity of learning styles can negatively impact students' learning outcomes. Therefore, teachers need to pay attention to students' learning styles to enhance learning effectiveness so that students' learning outcomes can be optimal.

Generative artificial intelligence tools for diverse learning styles in design education

The integration of Artificial Intelligence (AI) is transforming design education by automating processes and enhancing learning. Early exposure to AI offers students a competitive edge in critical thinking and problem-solving. AI tools can inspire space planning, improve workflow, reduce cognitive load, and foster creativity. This study explores how the VARK model, which categorizes learning styles into Visual, Auditory, Reading/Writing, and Kinesthetic, influences student engagement with AI tools. In an interior design classroom study involving 32 sophomore students, AI tools were used to create floor plans and generate 3D images. The study assessed the correlation between learning styles and technology acceptance. Results revealed no strong correlations between individual learning styles and perceived ease of use, perceived usefulness, or actual use of AI tools. However, visual and kinesthetic learners displayed higher engagement, suggesting that these modalities may benefit more from AI-enhanced design education. The study also confirmed that perceived ease of use and usefulness are critical factors in technology acceptance, aligning with the Technology Acceptance Model (TAM). The findings suggest that AI tools can be broadly effective across diverse learning styles, with a universal perception of their utility in design education. This research highlights the potential of AI to support creative problem-solving and prepare students for future challenges in a digital design landscape. While learning styles influence engagement, AI tools’ usability and educational benefits are consistently recognized, demonstrating their transformative potential in design education.

The effect of learning styles on the academic achievement of nursing students: a cross-sectional study

BackgroundLearning in the academic setting is influenced by the dynamic interaction between students and teachers. Recognizing and adapting to diverse learning styles is essential for improving instruction, gaining knowledge, and drawing informed conclusions. Therefore, this study investigated learning styles and their effects on students’ academic achievement.MethodsIn a cross-sectional study in Iran’s Mazandaran province, 238 nursing students were surveyed between October and December 2021 using random sampling. The questionnaire included socio-demographic data, Kolb’s Experiential Learning Model, and students’ academic performance (EPT). Statistical analysis with SPSS version 22 involved descriptive statistics, one-way ANOVA, chi-square tests, and linear regression with statistical significance set at p < 0.05.ResultsThe mean age of the nursing students was 20.95 ± 1.71 years. The most common student learning styles were convergent (75.2%) and accommodator (12.2%). According to the results, convergent (148.62 ± 16.28) and accommodator learning styles (147.72 ± 8.79) with the highest average played a role in students’ academic achievement. The mean score of EPT was 147. 13 ± 15.48 (out of 240). A significant difference between the academic performance and different dimensions of learning style was found (p = 0.002).ConclusionFindings indicated that adopting a convergent and accommodator learning style can affect students’ academic achievement. Therefore, learning environments appropriate to this style, such as simulation and laboratory activities, are suggested to emphasize practical work and make students think an scrutinize.

Impact Assessment of Mulat Sa Aklat Reading Program for Sustainability and Continuous Quality Improvement

This research rigorously assessed and evaluated the MULAT SA AKLAT Reading Program, focusing on its impact, effectiveness, sustainability, and potential for continuous quality improvement. Objectives encompass analyzing participant demographics, baseline knowledge, session-wise progress, participant evaluations, and the adaptability of educational approaches. The program fosters inclusive participation, unveiling varied baseline knowledge and expectations. Positive trajectories in participant performance and confidence indicate knowledge dissemination and skill development. Consistently high ratings in participant evaluations and an upward satisfaction trend affirm sustained engagement. A positive correlation between attendance rates and session numbers highlights sustained interest, with educational approaches showcasing adaptability to diverse learning styles. The MULAT SA AKLAT Reading Program emerges as a meticulously crafted initiative with transformative impact, sustained engagement, and effective adaptation to diverse learning needs. The absence of poor ratings underscores its unwavering quality. Enhance promotional strategies, implement continuous assessments for improvement, and explore innovative educational approaches to diversify sessions. This research offers crucial insights for refining the program, ensuring sustained impact, and guiding future community-based education.

Does learning style influence performance in objective structured clinical examinations?

BackgroundObjective Structured Clinical Examinations (OSCEs) aim to assess medical students’ clinical skills rather than just their theoretical knowledge. We propose a study between the learning style of second-cycle medical students and their performance in OSCEs.MethodsDuring their internship at our hospital, students were invited to complete the LSQ-Fa, a questionnaire designed to identify their preferences among 4 learning styles: active, reflective, theoretical, and pragmatic. In parallel, an evaluation of their clinical skills was conducted through OSCEs. We then performed an analysis to establish a correlation between learning styles and OSCE performance, to better understand how learning preferences influence academic outcomes.ResultsBetween April 2021 and January 2023, 55 students were evaluated by OSCEs and had completed the LSQ-Fa. The average OSCE score was 14.8/20. The theoretical learning style was predominant in 47.3% of students, followed by active (27.3%), reflective (14.6%), and pragmatic (5.4%), with 3 cases of mixed active and theoretical styles (5.4%). No significant correlation was observed between learning style and OSCE performance (p = 0.28), although students with a pragmatic style recorded a slightly higher average.ConclusionThis study highlights the importance of considering diverse learning styles in the design of medical education programs.