Verbal Learning Styles Research Articles

Evaluating Computer Interactions and Infographics Usability: Analyzing Individual’s Performance through Viewing Patterns

Computer interactions and infographics are important to represent and communicate complex information. The impact of visualization and its effect on learning the results of interaction with multimedia instruction reveals a great deal. Eye tracking is the method used to examine the graphical processing. Therefore, the present study aims to examine computer interactions and infographic usability by conducting verbal and visual performances test on undergraduates. The 62 undergraduate females were recruited as the study sample and presented the video of Napoleon's march to Moscow. This study identifies how long, where, and in what order or when accompanied with text and what’s the participant's pattern on Minard maps. The performance test scores and the verbal visual learning style rating included the visual and verbal variables. The tools that are used to enhance the results are heat maps, cluster and scan paths. The 62 undergraduate females results shows that there is a fundamental difference in verbal and visual learning participants in viewing pattern on the heat map. The heat maps, clusters, and scan paths were combined for the distinct groups to provide a more complete picture of viewing patterns using Tobii Studio Software. The study results indicate that visual content was remembered by most of the participants and also indicated that the visual effects in multimedia learning environments and can be utilized to improve the multimedia design. Therefore, the study concluded that infographic and computer interactions are an effective approach for enhancing the understanding and usability of students.

A comparison of Generation Z and Millennial dental hygiene students' preferred learning styles.

Learning styles have been studied in dental and generational research, but research has been limited with Millennial and Generation Z dental hygiene students. The purpose of this quantitative comparative study was to determine if and to what extent there was a difference between Generation Z and Millennial dental hygiene students' preferred learning styles. First- and second-year dental hygiene students attending three programs located in Southern California were invited to participate in the study. Additional participants were recruited through dental hygiene social media sites. The 44 item Felder-Soloman Index of Learning Styles (ILS) was administered via an online survey platform. Millennial and Generation Z participants were compared on the four dimensions of the ILS: active/reflective, sensing/intuitive, visual/verbal, and sequential/global. The data were analysed using descriptive statistics and the independent samples t-test. A total of 150 dental hygiene students agreed to participate; Millennials (n = 61), Generation Z (n = 89). There was no significant difference between Millennial and Generation Z students in the active/reflective, sensing/intuitive, or sequential/global dimensions (p > 0.05); both cohorts preferred the active, sensing, and sequential learning styles. There was a statistically significant difference in the visual/verbal dimension with Millennials indicating a significantly greater preference for the visual learning style than Generation Z (p = 0.04). There may be differences between the learning styles of Millennial and Generation Z dental hygiene students. The finding that Generation Z students differ significantly from Millennials on the visual-verbal dimension may indicate a shift toward the verbal dimension learning style that needs further study.

Nursing students' learning styles and attitudes towards learning: A cross-sectional study

Learning is a different process for each person. Individual differences can be explained as each student uses different learning cycle stages. The main objectives of nursing education are to graduate competent nurses who have cognitive, social, affective, and psychomotor skills, can provide holistic care to individuals, and have lifelong learning skills. In order to achieve these objectives, it is crucial building an education process focused on the learning style of the students rather than providing only classical education methods. Having knowledge about students' learning styles contributes positively learning skills and attitudes towards learning. A cross-sectional research design was used to examine nursing students' learning styles and attitudes towards learning. A total of 444 undergraduate nursing students at a public university participated in this study. Data were collected using the Socio-Demographic Characteristics Forms, Learning Styles Inventory, and The Scale of Attitudes Towards Learning with an online questionnaire on 2021-2022 academic year. The data were analyzed using descriptive statistics and the Mann-Whitney U test. Of the nursing students, 59.2% had a learning style by doing, 83.4% by feeling, 85.6% by visual, and 63.7% by sequential. The mean score of the Attitudes towards Learning Scale was determined to be 153.26±11.16. Nursing students' attitudes and expectations towards learning were positive. Students with thinking and verbal learning styles have more positive attitudes toward learning. It is recommended to determine students' learning styles and use learning methods suitable for students in nursing education. It is thought that the more effective use of verbal learning resources in facilitating the learning of nursing students will positively affect the students' learning processes.

Verbal Learning Styles: Implications to College Students’ Oral English Skills

Learning styles are unique to each person, and Verbal Learning Style is specific to people who learn best with words. This study aimed to determine the implications of Verbal Learning Style Characteristics of College Students' Oral English Skills. A correlational research design was used. The study was participated in by (50) fifty Teacher Education Program College students. Data were analyzed using descriptive and inferential statistical tools to assess students' verbal learning style and oral English skills. The findings of the study showed that there is a significant correlation found between college students' verbal learning style as to memory and their level of oral English skills as to pronunciation which implied that ability to pronounce words is determined by their term memory to recall the manner on how words and phrases are sounded in English.

The Effects of The Teaching Methods Prepared for The Visual or Verbal Learning Styles on Academic Success

This research was carried out with the aim of determining the effect of instruction on the academic success of the students, which is organized according to visual or verbal learning style. The study was conducted with pretest-posttest control group. The study group was determined by using the criterion sampling from purposive sampling methods within the scope of the research, a six-week practice was conducted with the 4th grade students studying in three public schools in the fall semester of the 2014-2015 academic year. Instruction was planned in a way to support the visual or verbal learning style of the students within the scope of the 4th grade social studies course, and visual or verbal multimedia elements were used in addition to the teacher's lecture method. The learning styles of the students were determined using the "Verbal or Visual Basis Learning Style Determination Scale" within the scope of the study; the effect of verbal or visual learning styles on the academic achievement were determined by using the "Academic Achievement Test of Where We Live Unit of Social Sciences Course". The findings showed, it was seen that teaching organized according to the visual or verbal dominant learning style had a significant effect on academic achievement of the students. This significant difference was found to be favorable for the experimental group, where the dominant learning style was visual. The control group between the experimental group and the control group, in which the dominant learning style was verbal.

Developing the adaptive materials based on learning style to increase student's conceptual understanding

This study aimed to develop an adaptive electrical material based on Felder Silverman's learning style that can improve students' conceptual understanding. The method used in this research was the ADDIE research and development method which consists of the analysis, design, development, implementation, and evaluation stages. The data were gathered using learning style tests, concept understanding tests, and questionnaires. The data were then analyzed using descriptive analysis and N-gains. The analysis of the improvement of electrical learning outcomes used normalized gains. Based on the explanation, it can be concluded that the dominant student learning style characteristics are visual and sensing. The test results of the quality of electrical teaching materials with an average of 85.38 categories are very feasible. The results of the conceptual understanding test of students who received adaptive electricity material with an average N-gains of 0.7 categories were very high. The highest N-gains are students with visual and verbal learning styles, namely, 0.72. Based on the combination of the Felder Silverman learning style model, it is 0.73 for students with visual sensing learning style types.

Effects of a mobile game on students' learning achievements and motivations in a clinical chemistry course: learning style differences

Clinical chemistry has become an essential topic for medical technologist students to perform an authentic clinical laboratory. Therefore, it has been suggested to situate students to experience various clinical chemistry situations. Recently, it has been a common recognition that educational games can motivate students' learning and help them acquire knowledge by participating in gaming scenarios. Since there are only a few digital games in clinical chemistry, this study proposes a mobile game to simulate students in a clinical chemistry laboratory and implement the game with 155 university students on the clinical chemistry course. The results revealed that the mobile game could trigger knowledge acquisition and enable students to analyse internal quality control data, leading to less anxiety for performing clinical chemistry assessments. Moreover, the impacts of the mobile game on the learning achievements and motivations of the students with different learning styles were investigated and found that visual and verbal learning styles yielded positive results during participating in the mobile game.

Debate as a learning activity for teaching programming: a case in the subject of machine learning

PurposeDebates are well known to encompass a variety of skills we would like higher education candidates to embody when they graduate.Design/methodology/approachDebates in a classroom with computer science as the main subject has been popular in high schools particularly with emerging issues around the area, however it does not have as an extensive similar documented outreach in tertiary education, particularly in the area of hard computer sciences and more recent concentrations of computer science, such as machine learning, artificial intelligence and cloud computing.FindingsTo explore further, the debate dataset had more methodologies applied and was split into training and testing sets, whose results were then compared by a standardized measure: Root Mean Square Error (RMSE) which is currently standard in the industry. The rationale of the approach is to quantify that debate activities have an immensely positive impact towards both the teaching and learning in technical subjects and needs to be more often and robustly used within higher education.Originality/valueThe rationale of the approach is that classroom debate activities equip students with verbal and social learning styles and an opportunity to engage with content in a way that is more comfortable than working with traditional lecture-and-laboratory style learning.

AN INVESTIGATION ON THE LEARNING STYLES OF B.ED. TRAINEES

The present study is an attempt to find the preferred Learning Styles of B.Ed. Trainees and its effect on a set of independent variables based on Gender, Educational Qualifications, Type of Institutions and their Medium of Study. To achieve this aim, the researcher has adopted survey method. The tool used for the data collection was Learning Styles Inventory developed by Dr. Karuna Shankar Misra (2012). Tool was administered to 230 B.Ed. Trainees drawn randomly from three B.Ed. colleges of Patna.The findings indicated that Verbal Constructive Learning Style was found to be more prevalent Learning Style among B.Ed. Trainees. Furthermore, the results show that there is no significant difference between Learning Styles and its dimensions i.e.Enactive Reproducing, Enactive Constructive, Figural Reproducing, Figural Constructive, Verbal Reproducing and Verbal Constructive Learning Styles on the basis of their Gender, Type of Institutions and Medium of Study. Another major finding is that, there is a significant difference between Graduate and Post-Graduate B.Ed. Trainees in their Learning Styles and its dimensions i.e. Figural Reproducing and Figural Constructive Learning Styles. This information is quite useful to the teachers as by understanding the preference of the students for different Learning Styles would aid them in aligning the course delivery in conjunction with students preferred Learning Styles.

Öğretmen Adaylarının Öğrenme Stillerinin Şematik Not Hazırlamalarına Etkisi

The study aims to investigate the effect of the pre-service teachers’ dominant learning styles on their sketchnotes designs prepared for science topics as well as determining their reasons for the visual and written elements used in these sketchnotes. The study was designed following descriptive correlational survey model. The participants consisted of 44 teacher pre-service of science teaching at grades two and three studying at Alanya Alaaddin Keykubat University. The quantitative data for the study was obtained through “Verbal and Visual Dominant Learning Style Scale” developed by Akgün et al. (2014) while the qualitative data was gathered from the participants’ sketchnotes prepared for various science topics in the secondary school science curriculum. The findings indicate that the majority of the participants had visual dominant learning style. As the participants with visual dominant learning style gave prominence to visuals by using drawings and various writing styles frequently in their sketchnotes, the ones with verbal dominant learning styles used more words and sentences along with frequent textual detailed explanations. It was also found that the participants with visual dominant learning style placed more importance to process building, grouping, and listing and the ones with verbal dominant learning styles placed more emphasize on explanations. The findings of the study are meant to introduce sketchnotes to teachers and to promote the use of them in their teaching practices.

Experience in teaching analytical chemistry in a joint English-language educational project of Chinese and Ukrainian universities

The paper was aimed to study the problems that may arise when Chinese students learn an analytical chemistry course in English, read by teachers from Ukraine. In particular, the reasons for the possible excessive increase in cognitive load were investigated. The comparative analysis of the existing learning styles was carried out to achieve the goal of the study. For this purpose, the indicators were compared for respondents studying in similar chemical specialities at the Kyiv College of the Qilu University of Technology in China and Kyiv National University of Technologies and Design in Ukraine. Some students from China demonstrate more pronounced reflective, verbal and intuitive learning styles. In contrast, a decisive advantage towards active, visual and sensing styles is characteristic of Ukraine students. The structure of the lecture course was analysed from the viewpoint of e-resources used. The optimal application of different electronic resources for students with varying learning preferences was established based on the results of experiments by the method of dual-task. The difference in educational priorities should be reflected in the various forms and methods used in the teaching of chemical disciplines. Recommendations for the development of appropriate learning resources are given.

Verbal-Visual Learning Styles Scale: Developing a Scale for Primary School Students

In this study, it is aimed to develop a measurement tool that can determine the learning styles of students in order to provide efficient learning environments in primary schools. For this purpose, a draft scale form consisting of 24 items defining verbal and visual learning styles on theoretical basis was prepared. Then, using the draft scale form, data were obtained from 296 students of primary school. The data obtained at this phase were analyzed by exploratory factor analysis (EFA). As a result, the final scale form consisting of two dimensions and 12 items was reached. Then, in order to verify the structure of the final scale form, data were obtained from 149 students of primary school, and a confirmatory factor analysis (CFA) was performed with these data. According to the results obtained at this stage, the two-dimensional, two-factor, and 12-item structure of the scale was confirmed. In addition, Cronbach's Alpha and stability coefficients were calculated, and as a result, it was determined that the scale made consistent and stable measurements. As a result, a valid and reliable measurement tool has been developed that can determine the learning styles of 8-11 year-old students studying in primary schools.

Assessing learning styles through eye tracking for e-learning applications

Adapting the presentation of learning material to the specific student?s characteristics is useful to improve the overall learning experience and learning styles can play an important role to this purpose. In this paper, we investigate the possibility to distinguish between Visual and Verbal learning styles from gaze data. In an experiment involving first year students of an engineering faculty, content regarding the basics of programming was presented in both text and graphic form, and participants? gaze data was recorded by means of an eye tracker. Three metrics were selected to characterize the user?s gaze behavior, namely, percentage of fixation duration, percentage of fixations, and average fixation duration. Percentages were calculated on ten intervals into which each participant?s interaction time was subdivided, and this allowed us to perform time-based assessments. The obtained results showed a significant relation between gaze data and Visual/Verbal learning styles for an information arrangement where the same concept is presented in graphical format on the left and in text format on the right. We think that this study can provide a useful contribution to learning styles research carried out exploiting eye tracking technology, as it is characterized by unique traits that cannot be found in similar investigations.

Learning Styles, Motivation to Learn and Academic Performance of Grade Five Pupils

This study was conducted to determine the level of learning styles, motivation to learn and academic performance of the Grade Five pupils. The relationship between the learning styles and academic performance was correlated as well as the relationship between motivation to learn and academic performance. The findings of the study served as bases for a proposed plan. This study utilized a descriptive-correlational design using the quantitative approach of research. It described, measured and interpreted the gathered data to provide answer to the sub problem. The method showed a descriptive task presenting the level of learning styles, motivation to learn and how the two affect the academic performance of the pupils. The result involved varied information regarding the present situations in the class. This also surveyed and assessed the data collected to come up with programs that are vital to the educational needs of the new generations of pupils. The study primarily involved the Grade Five pupils with different learning styles, motivation to learn and academic performance. The participants were the thirty seven (37) pupils of Juaton Elementary School that were under the advisory of the researcher. Purposive sampling was used to determine the target respondents in schools. The Grade Five pupils scored very high in visual and auditory learning styles while low in verbal and kinaesthetic learning styles. The overall mean of the four learning styles is high. The mean of their level of motivation is high. Their academic performance is satisfactory.

THE EFFECT OF TEACHING STRATEGIES AND LEARNING STYLE ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

The objectives of this experimental research were to investigate whether: 1) students’ achievement in reading comprehension taught by using advance organizer strategy was higher than taught by using reciprocal strategy. 2) students’ achievement in reading comprehension with visual style was higher than that students with verbal style, and 3) there was interaction between teaching strategies and learning styles on students’ achievement in reading comprehension. The population of this research was the students in grade X of private senior high school named SMA Kartika I-1 Medan in 2012/2013 school year. The total number of population was five classes containing 200 students. There were two classes containing 83 students chosen as sample of this research by applying cluster random sampling technique. In further, there was cluster random assignment done in both two classes in order to know the position of the class whether as experimental group 1 or experimental group 2.The experimental group 1 was treated by using advance organizer strategy and the experimental group 2 was treated by using reciprocal strategy. Then,the research design was experimentby using factorial design 2x2 because there is two independent variables (teaching strategies) and two attributives (learning styles). The questionnaire was conducted for classifying the students’ learning style upon the visual and verbal. Next, students’ achievement in reading comprehension text was measured by using reading comprehension test. The data were analyzed by applying two- way analysis of variance (ANOVA) at the level of significance ?= 0,05. The result reveals that (1) students’ achievement in reading comprehension taught by using advance organizer was higher than that taught by using reciprocal strategy, with Fobs= 9,1>Ftab= 3,96, (2) students’ achievement in reading comprehension with visual learning style was higher that that with verbal learning style, with Fobs=11,7 >Ftab= 3,96,(3) there is interaction between teaching strategies and learning styles on students’ achievement in reading comprehension with Fobs= 47,4>Ftab= 3,96. Moreover, Tuckey-Test result also showed that visual style students got higher achievement if they were taught by using advance organizer strategy while verbal style students got higher achievement if they were taught by using reciprocal strategy.

A MIXED METHODS STUDY OF THE IMPACT OF LEARNING STYLES ON LEARNERS' UPTAKE OF CORRECTIVE FEEDBACK

The present unprecedented study was undertaken to explore the effect of different learning styles of EFL learners on their uptake of various corrective feedback types provided by their teachers and probe their achievements longitudinally. This study was comprised of 383 adult male students from a popular English language institute. The instruments used in this study were a 30-item perceptual learning style questionnaire developed by Reid (1995) to tap into the students' learning styles together with semi-structured interviews which were conducted to have more rational and sophisticated insights into the phenomenon. The results showed that auditory learning styles prefer to receive corrective feedback explicitly, while repetition proves to be fruitful for interpersonal styles. Furthermore, intrapersonal learning styles have an inclination to recasts, whereas kinesthetic ones have a preference for clarification requests. Logical/mathematical learning styles show a proclivity toward elicitations. Moreover, verbal learning styles have a high rate of uptake when their errors are repaired via metalinguistic feedback. Finally, visual learning styles learn the corrective feedback best when their mistakes are corrected on board. Given the revealing findings, the paper concludes by offering some pedagogical implications to EFL/ESL teachers and also suggestions for future research on under-researched areas. Article visualizations:

The relationship between academic self-efficacy, learning styles and epistemological beliefs: A study on the students of the school of physical education and sports

The aim of this study is to examine the verbal and visual dominant learning styles and epistemological beliefs of the students educated in the School of Physical Education and Sports according to their academic self-efficacy influence levels. A total of 434 students (132 females and 302 males) participated in this study. The scales of Academic Self-efficacy, verbal and visual dominant learning styles and epistemological beliefs were used in the study. Hierarchical cluster analysis, k-means cluster analysis, multivariate analysis of variance and post hoc analyses were performed. Considering the results of this study, the individuals in the group called ‘low academic self-efficacy’ were found to have lower average scores in the verbal dominant learning style than those of other groups. In the consequence of the analyses made for epistemological beliefs, the individuals in the group called ‘high academic self-efficacy’ were found to have higher averages in ‘the belief that learning depends on effort’ than other groups.
 Keywords: Self-efficacy, epistemology, verbal learning style, visual learning style.

Technology-Enhanced Learning: An Optimal CPS Learning Application

Collaborative problem-solving (CPS) is highly valued in the sustainability of learning to foster the key soft power of talent for the future. In this study, a CPS learning application was built to train and assess individuals with the aim of increasing CPS skills. For effective learning to take place, several issues need to be carefully considered, and these were investigated while testing the proposed application. This study examined the impact of collaborative interactions (CIs) (human–computer agent (HCA) and human–human (HH) interactions) on the CPS performance of students. Gender and learning styles, which may have interaction effects with CIs on CPS performance, were also explored. The results show that the students’ CPS performance in HCA was significantly greater than that in HH. The interaction effect between gender and CI was not significant. The impact of learning style on CPS performance in HH was not significant. In contrast, in HCA, students with verbal, global, and reflective learning styles performed significantly better on CPS tasks than did students with visual, sequential, and active learning styles. Finally, we discussed the optimal ways to teach CPS and the practical effects of a CPS learning application.

The Relationship between Computer Anxiety and Learning Styles(Sensory-intuitive and Verbal-visual) among Persian University Students

This study was conducted in central Iran among all first-year university students studying engineering courses at Arak University of Technology. All students (No = 310) were included in this study. Instruments used mostly consisted of a computer anxiety questionnaire plus a learning style questionnaire. The data was analyzed by both descriptive and inferential statistics (Mean, Frequency, Standard Deviations, Independent T-test as well as Point Biserial Correlation Coefficient). The results indicated that there was a statistically significant relationship between computer anxiety and sensory-intuitive learning styles, in that the students having sensory learning style suffered from computer anxiety more frequently than the student having intuitive learning styles. In addition, there was a statistically significant relationship between computer anxiety and verbal-visual learning style, given that the students having visual learning style suffered from computer anxiety more than the students having verbal learning style. No statistically significant relationship, however, was found between computer anxiety and gender.

Verbal Learning Style as the Least Preferred Learning Style of Students in an Asian Country

Learners develop a preferred way of choosing their learning styles because of their genetic makeup, their particular life experiences, and the demands of their present environment. Hence, the study aimed to determine the learning styles of freshmen students in the language class at Benguet State University, Philippines. Using descriptive - survey method, a questionnaire was used to gather data. It also used the Felder-Solomon Index of Learning Styles (FILS) which consisted of 44 questions designed to identify learning styles of learners. The study showed that their dominant learning style is Visual while Verbal is the least. According to their degree programs, the dominant learning style of the Bachelor in Secondary Education and Doctor of Veterinary Medicine students is Sensory while Bachelor of Science in Nursing, Bachelor of Science in Home Economics, Bachelor of Science in Information Technology, Bachelor of Science in Agricultural Engineering, and Bachelor of Science in Agriculture are all inclined to Visual. Based on the empirical findings and conclusions of the study, the researcher recommends that teachers should devise classroom activities suited for the students' learning styles focusing more on their verbal learning style that will activate their communication skills.