A Slippery Myth: How Learning Style Beliefs Shape Reasoning about Multimodal Instruction and Related Scientific Evidence. Issue 10 (4th October 2021)

• Record Type: Journal Article
• Authors: Nancekivell, Shaylene E.; Sun, Xin; Gelman, Susan A.; Shah, Priti
• Is Part Of: Cognitive science. Volume 45:Issue 10(2021)
• Page Start: n/a
• Page End: n/a
• Publication Date: 2021-10-04
• Subjects: Learning styles -- Neuromyths -- Multimodal instruction -- Scientific reasoning -- Educational beliefs; Cognition -- Periodicals; Psycholinguistics -- Periodicals; Artificial intelligence -- Periodicals; 153.05
• DOI: 10.1111/cogs.13047
• Languages: English
• ISSNs: 0364-0213

Abstract

Abstract: The learning style myth is a commonly held myth that matching instruction to a student's "learning style" will result in improved learning, while providing mismatched instruction will result in suboptimal learning. The present study used a short online reasoning exercise about the efficacy of multimodal instruction to investigate the nature of learning styles beliefs. We aimed to: understand how learning style beliefs interact with beliefs about multimodal learning; characterize the potential complexity of learning style beliefs and understand how this short exercise might influence endorsements of learning styles. Many participants who believed in the learning style myth supported the efficacy of multimodal learning, and many were willing to revise their belief in the myth after the exercise. Personal experiences and worldviews were commonly cited as reasons for maintaining beliefs in learning styles. Findings reveal the complexity of learning style beliefs, and how they interact with evidence in previously undocumented ways.