Limited usefulness of learning style instruments in advancing teaching and learning

Deng, Ruiqi; Benckendorff, Pierre; Gao, Yifan

doi:10.1016/j.ijme.2022.100686

Cited by 13 publications

(7 citation statements)

References 124 publications

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“…Recent work further questions the utility of such learning style instruments in curriculum design (Deng, Benckendorff, & Gao, 2022). We detected a reduced aversion to lectures among non-native speakers of English.…”

Section: Lecturesmentioning

confidence: 70%

How, Where, And When Do Students Experience Meaningful Learning?

Andrews,

Van Lieshout,

Bhatta Kaudal

2023

IJISME

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Meaningful learning occurs when learners actively connect new information to prior knowledge, leading to benefits in engagement and knowledge retention and transfer. Consequently, STEM courses increasingly seek to employ such practices in their programs. Currently, little is known about students’ beliefs regarding the value of meaningful learning and which formats promote it. However, insight into the student perspective is essential to effectively (re)design courses to support this type of learning. We surveyed a large cohort of biosciences students (N = 321) to determine which class formats (lectures, workshops, practicals) and delivery modes (online, face-to-face) they believe maximise opportunities for meaningful learning. Likert scale questions and inductive thematic analysis of open-ended questions showed students believe meaningful learning is most likely during in-person workshop or practical sessions, mainly through knowledge application, problem solving, and interaction with peers and educators. By contrast, students view inadequate opportunities to check understanding, lack of engagement or challenge, and difficulty interacting with peers and educators as barriers to meaningful learning. These findings provide a framework for educators to increase opportunities for students to engage in meaningful learning in their courses.

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Section: Lecturesmentioning

confidence: 70%

How, Where, And When Do Students Experience Meaningful Learning?

Andrews,

Van Lieshout,

Bhatta Kaudal

2023

IJISME

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“…Los estilos de aprendizaje mostraron que el 73% lograron el nivel regular y el 27% en nivel bueno: es decir en mayor porcentaje los infantes presentan un estilo de aprendizaje dentro de regular a bueno (90 %) en la I.E.P N.º 18364, El Porvenir, Amazonas, 2021. Tales datos coinciden con los obtenidos por Según Deng et al (2022), los estilos de aprendizaje que ejecutan los infantes dependen de estímulos en el ámbito del aprendizaje, es decir, los contextos educativos bajo las cuales un estudiante es más factible que asimile. Para ello, Osa et al, (2022), iniciar conociendo a los estudiantes su forma de aprendizaje, sus métodos o formas como aprenden, la pasión por una asignatura, y en base a ello intentar personalizar la enseñanza en la medida de lo posible.…”

Section: Discussionunclassified

Estilos de aprendizaje y niveles de comprensión lectora en estudiantes de nivel primaria

Tafur Serván

2023

Pakamuros

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El estudio tuvo como fin determinar la correlación entre los estilos de aprendizaje y los niveles de comprensión lectora en escolares del V ciclo de la I.E. N.º 18364, El Porvenir, Amazonas, 2021; la investigación fue de tipo descriptiva correlacional. El estudio contó con una población formado por 15 escolares. Para la recopilación de datos se manejó dos test; para la variable estilos aprendizaje, se empleó el test de Metts (1999) de acuerdo al modelo de Programación Neurolingüística-IEA VAK y para compresión lectora, se administró la prueba ACL–5, de Catala, con índices fiables de [0.701] y [0.947] consecuentemente. Las estadísticas evidenciaron que existe correlación significativa estadísticamente entre la variable estilos de aprendizaje y la comprensión de lectura (R=0.940; R2%= 89.25%; p<0.001).

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“…The article search process followed procedures implemented in previous review studies (Deng et al, 2019 , 2022 ) and contained three steps. In the first phase, the researchers examined the titles, abstracts, keywords, and research methods to determine whether an article should be included.…”

Section: Methodsmentioning

confidence: 99%

A review of eye tracking research on video-based learning

Deng

Gao

2022

Educ Inf Technol

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Eye tracking technology is increasingly used to understand individuals’ non-conscious, moment-to-moment processes during video-based learning. This review evaluated 44 eye tracking studies on video-based learning conducted between 2010 and 2021. Specifically, the review sought to uncover how the utilisation of eye tracking technology has advanced understandings of the mechanisms underlying effective video-based learning and what type of caution should be exercised when interpreting the findings of these studies. Four important findings emerged from the analysis: (1) not all the studies explained the mechanisms underlying effective video-based learning through employing eye tracking technology, and few studies disentangled the complex relationship between eye tracking metrics and cognitive activities these metrics represent; (2) emotional factors potentially serve to explain the processes that facilitate video-based learning, but few studies captured learners’ emotional processes or evaluated their affective gains; (3) ecological validity should be improved for eye tracking research on video-based learning through methods such as using eye tracking systems that have high tolerance for head movements, allowing learners to take control of the pacing of the video, and communicating the learning objectives of the video to participants; and (4) boundary conditions, including personal (e.g. age, prior knowledge) and environmental factors (e.g. the topic of videos, type of knowledge), must be considered when interpreting research findings. The findings of this review inspire a number of propositions for designing and interpreting eye tracking research on video-based learning.

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Limited usefulness of learning style instruments in advancing teaching and learning

Cited by 13 publications

References 124 publications

How, Where, And When Do Students Experience Meaningful Learning?

How, Where, And When Do Students Experience Meaningful Learning?

Estilos de aprendizaje y niveles de comprensión lectora en estudiantes de nivel primaria

A review of eye tracking research on video-based learning

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