Learning styles are popular theories describing the preferred way of learning that enhances learning efficiency. These styles are typically identified through questionnaires. Instructors, teachers, schools and even organizations are using such learning styles to create learning plans and methods aimed at accommodating learners based on their supposed learning types. However, there are critiques to this theory too. If we think about it, having a learning style that enhances our learning graph seems natural. And yet, there are researches that suggest otherwise.
In this blog post, we’ll break down the learning styles myth, examine what research actually supports, and introduce proven strategies to improve learning outcomes for students of all kinds.
So, the aim of this blog is to probe these questions :
- What are popular learning styles?
- Why are learning styles so appealing?
- Do learning styles really exist?
- Strategies to enhance learning outcomes?
- And finally, impact of learning styles in Instructional Design
Let’s dive into it.
What are Popular Learning styles & Theories
VARC Learning Style
This happens to be one of the most popular learning styles among the educators and Edtech industry alike. Essentially, it categorizes learners into : Visual, Aural, Read/Write, and Kinesthetic modes. The theory argues that some learners “learn best” visually, others by listening, reading/writing, or hands-on practice.
Theory of Multiple Intelligences
Proposed by psychologist Howard Gardner, this theory suggests that intelligence isn’t a single measure (like IQ), but a spectrum of distinct intelligences, such as linguistic, logical-mathematical, musical, and spatial intelligences.
Left-Brain/Right-Brain Theory
This model claims people are either left-brained (logical, analytical, verbal) or right-brained (creative, emotional, visual). It suggests that dominant brain hemisphere influences learning preferences.
Apart from the the above, there are many others learning models. However, the challenge lies in establishing a way to measure their effectiveness.
Why are Learning Styles so Appealing
There are a number of reasons why people like the idea of learning styles:
Feels Intuitive
We all have preferences. For instance, one might say: “I prefer listening to podcasts”—so it seems intuitive that the person might learn better that way.
Empowers Learners
Claiming a specific style can boost self-esteem. Instead of “I don’t want to read”, one might say “I’m a visual learner, not lazy.”
Offers Personalization
Individually tailored education feels like modern, learner-centered teaching. However, focusing only on one way of learning, such as auditory (podcasts) might not be the best way if the aim is to gain hands on experience.
Do Learning Styles really Exist
While learning styles appeal to many, they have been criticized by researchers and scholars. According to Susan Greenfield, an English scientist, the idea of learning style is “nonsense”. She argues that humans have evolved to use all their senses in unison using the complex connectivity that exist in our brains.
On a similar note, Dr. Tesia Marshik, an Assistant Professor of Psychology at the University of Wisconsin-La Crosse, argues in her Ted talk that despite evidence that learning styles do not enhance learning efficiency, the idea is so widespread that it is almost considered to be common sense. She also talks about confirmation bias and how it stops us from questioning the learning styles theory.
Verdict: To summarize, learning styes do not enhance learning outcomes but people can have learning preferences, as discussed in the above video.
Let’s try to understand what are learning preferences in the next section.
Do Learners have a Preference? Learning vs Cognitive Style
If you ask someone, if they prefer one style over the other, they might say yes (visual, auditory and so on). What they are pointing at is their learning preference. However, does it enhance their learning efficiency is another question? At best, these preferences can enhance rote memory. Apparently, that doesn’t necessarily implies learning. For instance, people with visual preference might be able to retain the imageries in their memories better than the others. This advantage is lost as we move into conceptual content. And that’s precisely why taking notes and re-reading them before a test is not particularly helpful.
To shed some light on the above behavior, let’s dive into the concepts of Learning & Cognitive Styles.
People often confuse cognitive styles and learning styles because they both relate to how individuals process information—but they refer to different concepts. Here’s a clear breakdown of each:
Cognitive Style (=How you think?) refers to a person’s habitual way of processing information—
- How you think, perceive, solve problems, and remember?
- Do you prefer seeing the big picture or the small details? Do you like thinking in images or in words?
Learning style (=How you like to think?) indicates a person’s:
- Preferred method for receiving and interacting with new information in educational settings
- It’s about how you feel most comfortable learning
Furthermore, cognitive styles influences our learning preferences while learning style is the idea that a particular learning preference improves learning efficiency. So the question arises what really matters when it comes to improved learning efficiency.
Strategies to Enhance Learning Outcomes
You might be wondering: if not the learning styles what else? Well, the key element to an improved learning outcome lies in a learner’s meaningful interaction with the learning material. If a learner is able to relate to the content and organize the new information, it’s easier for him to retain the information or the concept. However, one doesn’t need to completely reject the idea of learning styles here. On the contrary, learning styles can be used depending on the subject matter.
For instance, visual representation would be the best way to go for an exercise that requires learners to identify the parts of a machine. Similarly, auditory style suits best when the goal is to master pronunciation.
Besides, here are some effective strategies to enhance learning outcomes:
Actively Recalling What You Know
Instead of re-reading, challenge yourself to pull information out of your memory.
- You may ask yourself, “what do I know about this topic?”
- Use flashcards or quizzing tools
Revisiting Ideas Over Time to Deepen Meaning
- Revisit content a few days later with fresh eyes
- Space your review across several weeks
Connecting and Comparing Different Concepts
Don’t isolate topics—mix them together to see how they relate and differ.
- Alternate between different problem types
- Compare examples from multiple topics
Asking “Why” to Explore In-Depth
Education without a ‘why’ is incomplete. Further, it makes it harder to make sense of an idea if you don’t ask questions. So,
- Ask, “Why does this make sense?” or “Why is this true?”
Blending Words and Visuals
Don’t just read—see it. Don’t just look—say it.
- Draw diagrams as you read
- Pair visuals with explanations in your own words
Grounding Abstract Ideas in the Real World
Make learning more meaningful by tying it to specific, real situations. For instance,
- Think of real-life situations where the concept applies
- Use analogies and case studies
Finally, let’s see how deep inroads have learning styles made in the instructional design domain.
Impact of Learning Styles in Instructional Design
Instructional designers historically tried to “match” materials to learners’ supposed learning styles—like giving visual learners diagrams, auditory learners podcasts, etc. As mentioned before, no solid evidence supports the idea that teaching to a student’s preferred learning style improves learning outcomes. Hence, instructional designers should focus on: Universal Design for Learning (ULD) and evidence based instructional strategies. For instance, ULD aims to make learning fun and engaging for all, irrespective of background or abilities. To be precise, ULD:
- Provide multiple means of representation (e.g., text, audio, visuals)
- Let learners engage in different ways (discussion, hands-on, observation)
- Offer varied ways to demonstrate understanding (projects, tests, presentations)
Conclusion: Educators should focus on meaningful learning which happens when you engage with content as if it matters—because it does. It’s not about preferences (like “learning styles”), but about how deeply and deliberately you interact with the material.
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