Relation of Modal Preference with Performance in Adaptive Hypermedia Context: An Exploration Using Visual, Verbal and Multimedia Learning Modules

Abstract

Learning styles theories suggest that people learn differently, an important consideration for adaptive hypermedia learning platforms. Since on such platforms, mode of delivery of course material -visual, verbal or multimedia -plays an important role, this study considers learning styles in the context of adaptive hypermedia with the aim to identify if providing material according to one's learning style enhances performance. While some studies report positive results, others find no correlation between the two. Here, we examine the efficacy of learning styles, especially the visual-verbal dimension of Felder-Silverman model, in a controlled e-learning environment by testing the effectiveness of visual, verbal as well as multimedia modules for history and engineering on 268 engineering undergraduates identified on the basis of visual, verbal and mixed orientations. Contrary to expectations, results indicated no relation between learning styles and performance in modules based on different sensory preferences. However, students did show discipline-based better performance in multimedia and visual modes than in verbal mode. They also preferred multimedia and visual modes over verbal. This corroborates earlier findings -the efficacy of learning styles remains unconfirmed.

Is it really a neuromyth? A meta-analysis of the learning styles matching hypothesis

“…This matched instruction differs depending on the learning style of the student. In the current meta-analysis, approximately one-fourth of the learning measures indicated a crossover interaction in which there were positive effect sizes for matched instruction for two different learning styles ( Kassaian, 2007 ; Chen and Sun, 2012 ; Hazra et al, 2013 ; Kam et al, 2020 ; Lehmann and Seufert, 2020 ; Chui et al, 2021 ; Tadayonifar et al, 2021 ). This raises the question of what characteristics of these studies and learning measures may be responsible for the crossover interaction.…”

“…The learning styles and their inventories varied and included the Styles of Processing Scale ( Childers et al, 1985 ), VARK questionnaire ( Fleming, 2001 ), Index of Learning Styles Scores ( Felder and Soloman, 1997 ), and Caption Reliance Test ( Leveridge and Yang, 2014 ). Content and learning measures were also varied such as memory and recall of history ( Hazra et al, 2013 ), multiple-choice questions about energy education ( Chen and Sun, 2012 ), and flight simulator performance ( Chui et al, 2021 ). Therefore, there does not seem to be any consistent feature across these studies based on the information coded for this meta-analysis that would elucidate the mechanism behind the crossover interaction.…”

Development of E-Module Based on the Discovery Learning to Improve the Student Creative Thinking Skills

“…(Setyadi & Qohar, 2017;Subkhan, 2016). The technology used to improve students' learning abilities is digital media in the form of video, images, text and animation (Hazra et al, 2013;Leow & Neo, 2014;Sadaghiani, 2012). Such diverse digital multimedia can be packaged into interactive electronic modules, or often referred to as e-modules E-module is a technology-based educational product that can be considered as one of the right media to be used in the learning process (Aziz & Suparman, 2020).…”

Multimedia Learning Module (MLM) with Hologram Simulation to Improve Students’ Mathematical Representation Ability

“…Teachers can present learning according to the needs of the revolutionary era 4.0 with multimedia. The visual components presented with multimedia can make learning more enjoyable [13]. Students can use smartphones for learning with multimedia, so that learning becomes more desirable.…”