Validation of VARK learning modalities questionnaire using Rasch analysis

Fitkov-Norris, Elena; Yeghiazarian, Ara

doi:10.1088/1742-6596/588/1/012048

Cited by 31 publications

(26 citation statements)

References 21 publications

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“…Comparisons for motivation were two-tailed with alpha set at 0.05. For effect sizes, the d-statistic is reported (Field, 2013). This statistic tends to be qualified as small, medium and large for the values d = 0.20, d = 0.50 and d = 0.80, respectively.…”

Section: Discussionmentioning

confidence: 99%

“…Just as for game experience, this questionnaire was administered as a check on the random distribution of participants. Empirical research on the VARK questionnaire suggests that it has fair to good construct validity, but poor to moderate predictive validity (eg, Alzain, Clark, Ireson, & Jwaid, ; Fitkov‐Norris & Yeghiazarian, ; Meyer, Stomski, Innes, & Armson, ). The present study did not aim to partake in the debate on the importance of learning styles for teaching and (adaptive) learning (see Newton & Miah, ).…”

Section: Methodsmentioning

confidence: 99%

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Effects of scripting on dialogues, motivation and learning outcomes in serious games

Meij

Veldkamp²,

Leemkuil

2019

Brit J Educational Tech

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Research on serious games shows that complementary design measures are often needed to increase effectiveness. The present study investigated the role of scripted collaboration. In such a collaboration, players are assigned roles or given specific tasks to stimulate them to communicate more about essential game aspects (eg, arguing why a move should be made versus merely suggesting a move), and thereby raise learning. A risk of scripted collaboration is that it can constrain communication so much that motivation drops. An experiment with eighth‐grade students is reported in which a scripted and non‐scripted condition were compared for their effects on the level of dialogic acts, motivation and learning outcomes. In the scripted condition, players were assigned opposing roles in a game that revolved around making smart choices by considering each perspective. The findings supported the prediction that scripting would raise the level of the dialogues. Scripting led to significantly more dialogic acts about deeper level game features. In addition, players in the scripted condition achieved a significantly higher mean score on a knowledge posttest. An exploratory analysis showed that higher level dialogic acts correlated with higher posttest scores. Motivation was the same in both conditions. What is already known about this topic Without complementary support, serious games may yield low learning effects. Collaborative game‐play helps raise the effectiveness only moderately. What this paper adds The effectiveness of learning from a serious game was investigated for a conflict script that stimulated players to adopt opposing roles. The conflict script did not affect the amount of talking. Gaming‐the‐game expressions predominantly coincided with relevant observations about game content. Scripted collaboration increased the level of the dialogic acts, and raised learning. Higher levels of dialogic acts were also positively related with higher learning outcomes. Implications for practice and/or policy Collaboration scripts can contribute substantially to game‐based learning. They have the advantage that they can be constructed by educators. The design of a collaboration script requires careful balancing the need to stimulate certain kinds of game communications and avoiding imposing too much constraints on these communications.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Effects of scripting on dialogues, motivation and learning outcomes in serious games

Meij

Veldkamp²,

Leemkuil

2019

Brit J Educational Tech

View full text Add to dashboard Cite

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“…Leite et al (2010) did find some preliminary evidence of reliability and validity to the internal structure of the survey using confirmatory factor analysis, but they recommended only using the VARK model for low stakes assessments and not for research since the validity of the content, response process, relationships between variables, and consequences of testing have not yet been assessed. Fitkov-Norris and Yeghiazarian (2015) also found some validity to the VARK model as they report that the Rasch model (a form of internal construct validity analysis that checks the fit of binary or more than two ordinal responses to a formal scale model) generally fits the VARK questionnaire for all but one question. Unfortunately, the sample size of the Fitkov-Norris and Yeghiazarian study was not especially large (107 business students in England) once the sample was separated into multiple different categories.…”

Section: History Research and Controversy With Varkmentioning

confidence: 99%

Another Nail in the Coffin for Learning Styles? Disparities among Undergraduate Anatomy Students’ Study Strategies, Class Performance, and Reported VARK Learning Styles

Husmann

O’Loughlin

2018

Anatomical Sciences Ed

129

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The concept and existence of learning styles has been fraught with controversy, and recent studies have thrown their existence into doubt. Yet, many students still hold to the conventional wisdom that learning styles are legitimate, and may adapt their outside of class study strategies to match these learning styles. Thus, this study aims to assess if undergraduate anatomy students are more likely to utilize study strategies that align with their hypothetical learning styles (using the VARK analysis from Fleming and Mills, , Improve Acad. 11:137-155) and, if so, does this alignment correlate with their outcome in an anatomy course. Relatedly, this study examines whether students' VARK learning styles are correlated with course outcomes regardless of the students' study strategies, and whether any study strategies are correlated with course outcomes, regardless of student-specific VARK results. A total of 426 anatomy students from the 2015 and 2016 Fall semesters completed a study strategies survey and an online VARK questionnaire. Results demonstrated that most students did not report study strategies that correlated with their VARK assessment, and that student performance in anatomy was not correlated with their score in any VARK categories. Rather, some specific study strategies (irrespective of VARK results), such as use of the virtual microscope, were found to be positively correlated with final class grade. However, the alignment of these study strategies with VARK results had no correlation with anatomy course outcomes. Thus, this research provides further evidence that the conventional wisdom about learning styles should be rejected by educators and students alike. Anat Sci Educ. © 2018 American Association of Anatomists.

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“…19 Additional research assessing the internal validity of the VARK learning preferences subscales applied the Rasch model and generated further support of the VARK's appropriateness to measure learning preferences. 20…”

Section: Varkmentioning

confidence: 99%

Effects of Virtual Reality Simulation on Worker Emergency Evacuation of Neonates

Farra

Hodgson

Miller

et al. 2018

Disaster med. public health prep.

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ObjectiveThis study examined differences in learning outcomes among newborn intensive care unit (NICU) workers who underwent virtual reality simulation (VRS) emergency evacuation training versus those who received web-based clinical updates (CU). Learning outcomes included a) knowledge gained, b) confidence with evacuation, and c) performance in a live evacuation exercise.MethodsA longitudinal, mixed-method, quasi-experimental design was implemented utilizing a sample of NICU workers randomly assigned to VRS training or CUs. Four VRS scenarios were created that augmented neonate evacuation training materials. Learning was measured using cognitive assessments, self-efficacy questionnaire (baseline, 0, 4, 8, 12 months), and performance in a live drill (baseline, 12 months). Data were collected following training and analyzed using mixed model analysis. Focus groups captured VRS participant experiences.ResultsThe VRS and CU groups did not statistically differ based upon the scores on the Cognitive Assessment or perceived self-efficacy. The virtual reality group performance in the live exercise was statistically (P<.0001) and clinically (effect size of 1.71) better than that of the CU group.ConclusionsTraining using VRS is effective in promoting positive performance outcomes and should be included as a method for disaster training. VRS can allow an organization to train, test, and identify gaps in current emergency operation plans. In the unique case of disasters, which are low-volume and high-risk events, the participant can have access to an environment without endangering themselves or clients. (Disaster Med Public Health Preparedness. 2019;13:301–308)

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Validation of VARK learning modalities questionnaire using Rasch analysis

Cited by 31 publications

References 21 publications

Effects of scripting on dialogues, motivation and learning outcomes in serious games

Effects of scripting on dialogues, motivation and learning outcomes in serious games

Another Nail in the Coffin for Learning Styles? Disparities among Undergraduate Anatomy Students’ Study Strategies, Class Performance, and Reported VARK Learning Styles

Effects of Virtual Reality Simulation on Worker Emergency Evacuation of Neonates

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