Perception evaluation kit: a case study with materials and learning styles

Abstract

Materials are elements that configure our built environment and are key components in design and engineering education. This research aims to understand learners’ sensorial perception of materials as stimuli and what constitutes the most appropriate communication channel for learning about their characteristics without losing information in accordance with their VAK learning styles–visual, auditory and kinaesthetic–. Seventy-five people participated in this workshop. Using evaluation tools in a test format, they evaluated all the sensory properties of the following materials: Alusion™, PolarMoss, and Silkworms. These three materials were presented in various interaction formats, called channels: a text plus image–C1–, video–C2–, and a physical sample plus audio–C3–. Two types of experiments were carried out: mixed per person—interaction with the three materials in a different channel each time in random order—and blocked per person—interaction with the same material in the three channels, in an order of C1–C3. The data obtained was analysed using mixed models with the channel as a fixed factor and the individuals and material as the random factors. The most relevant results indicate significant differences between channels in accordance with the sensory property, normally C2 and C3. The level of responses between the two experiments is similar, therefore showing that the order C1–C2–C3 does not affect perception. Although the three learning styles–visual, auditory, and kinaesthetic–coexist in the participants, the vast majority agree that they prefer C3 as easier to evaluate, more entertaining and the best way to learn.

Teachers Underutilize Their Learning Styles in Developing Thought-Provoking Questions: A Case Study

“…The preliminary finding demonstrates that the orientation of an auditory teacher in capturing information for posing some questions comes from the picture presented in the problem. This observation is also contrary to the theory that claims that auditory teachers absorb written directions or verbal instructions to understand information (Abella et al, 2022;Medina Velandia & Plazas-Gómez, 2018;VARK Learn Limited, n.d.). Furthermore, this result is inconsistent with the findings in the literature that teachers utilize their learning style preferences to instruct their students in the classroom (Alhourani, 2021;Bostanci, 2020;Zeybek & Şentürk, 2020).…”

“…In this research, auditory teachers are defined as individuals who possess an auditory learning style. Auditory learners find it easier to capture information from verbal instructions, guided readings, discussions, and loud explanations (Abella et al, 2022;Medina Velandia & Plazas-Gómez, 2018;VARK Learn Limited, n.d.).…”

“…However, teachers possess their own learning style preferences by which they absorb information before asking questions to students. The teacher's learning style forms a crucial part of the learning process since it determines how the teacher's brain cultivates information linked with the senses when capturing and integrating information (Abella et al, 2022). The ways in which teachers acquire information can be divided into three categories; they are called auditory, visual, and kinesthetic (Dunn & Dunn, 1978).…”

Mito o Realidad: Estilos de Aprendizaje y Capacidades Sensoriales en Estudiantes Universitarios en Florida-USA

“…El objetivo de la investigación realizada por Abella et al (2022) es comprender la percepción sensorial de los estudiantes, teniendo materiales como estímulos y cuál es el canal de comunicación más adecuado para aprender sobre sus características sin perder información de acuerdo con sus estilos de aprendizaje, visual, auditivo o kinestésico. En la investigación setenta y cinco personas, evaluaron todas las propiedades sensoriales de tres diferentes materiales presentados en formatos de interacción, denominados canales.…”

Gaya Belajar Guru Berperan Dalam Mengajukan Thought-Provoking Questions

“…Gaya belajar yang dimiliki guru merupakan bagian penting dari proses pembelajaran, karena melibatkan cara guru mengolah informasi terkait dengan indera yang bekerja ketika menangkap dan mengintegrasikan informasi (Abella et al, 2021). Cara guru dalam mendapat informasi dibagi menjadi tiga kategori yaitu auditori, visual, kinestetik (Ahmad et al, 2018).…”