Learning Styles: An overview of theories, models, and measures

By Simon Cassidy *. 2004

1,113 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Management of Technology and Innovation

View Paper: https://www.semanticscholar.org/paper/350b5ea458fdce7c582f00146001526f802e6f1a

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In Developmental and Educational Psychology

In Education

In Management of Technology and Innovation

Citations in the corpus

The wrong kind of AI? Artificial intelligence and the future of labour demand (2019, background): “AI applications that collect and analyze information can significantly empower nurses, technicians and other healthcare providers to offer a wider range of services and more real-time health 18See Allport (1937), Cassidy (2004) Honey and Mumford (1986) and Ramirez and Casteneda (1974).”
Do Learners Really Know Best? Urban Legends in Education (2013, background): “…are believed to be visual/verbal learners (Richardson, 1977), impulsive/reflective learners (Kagan, 1965), holistic/analytical learners (Beyler & Schmeck, 1992), or learners with any other style (for an overview of learning styles, see Cassidy, 2004; Coffield, Moseley, Hall, & Ecclestone, 2004).”
Matching Learning Style to Instructional Method: Effects on Comprehension. (2015, positive): “For example, Cassidy (2004) described the central themes and issues surrounding learning styles and the many instruments available for the measurement of learning styles with the goal of promoting research in the field.”
Mapping the Learning Styles “Jungle”: An overview of the literature based on citation analysis (2004, background): “But still, for example at the annual ELSIN (European Learning Styles Information Network) conferences, the question for overview and organisation continues to be posed (Cassidy, 2003; Coffield, Modely, Ecclestone & Hall, 2003).”
From Experience to Experiential Learning: Cultural Intelligence as a Learning Capability for Global Leader Development (2009, background): “Much of this research (e.g., Cassidy, 2004; Furnham, Jackson, & Miller, 1999; Mainemelis, Boyatzis, & Kolb, 2002; Yamazaki & Kayes, 2007) describes preferred learning styles based on Kolb’s (1999a, b) Learning Style Inventory.”
Cognitive styles in the context of modern psychology: toward an integrated framework of cognitive style. (2007, background): “, Dunn, Dunn, & Price, 1989; Entwistle, 1981; Schmeck, 1988; see also Cassidy, 2004, and Rayner & Riding, 1997, for reviews). For instance, Entwistle, Hanley, and Hounsell (1979) developed an instrument for assessing learning styles that focused on the depth of processing applied during learning. En”
Attempted Validation of the Scores of the VARK: Learning Styles Inventory With Multitrait–Multimethod Confirmatory Factor Analysis Models (2010, background): “There are several learning style instruments that use perceptual preference as one of their factors (Cassidy, 2001). One instrument that has been extensively studied is Dunn, Dunn, and Price’s (1985) Learning Styles Inventory.”
Exploring individual differences as determining factors in student academic achievement in higher education (2012, background): “Whilst there exists continuing critical debate around the conceptualisation, construct labelling and measurement of the various learning style models (see Cassidy 2004 ; Coffield et al.”
Learning in virtual reality: Effects on performance, emotion and engagement (2018, background): “Other learning styles models include the importance of learning through different perceptual modalities, many of which are able to be targeted in VR (for an overview of various learning styles theories, see Cassidy 2004).”
Perceptual learning style and learning proficiency: A test of the hypothesis. (2006, methodology): “There is a distinction between learning styles, which may be more automatic, and learning strategies, which are optional (Hartley; as cited in Cassidy, 2004).”
Stop propagating the learning styles myth (2017, background): “Most of the styles that have been ‘determined’ are based on types; the learner is not assigned to a style based on a set of scores on different dimensions, but rather is classified into a specifice often exclusive e group (see Cassidy, 2004; Coffield, Moseley, Hall, & Ecclestone, 2004 for an overvie”
Assessing ‘inexperienced’ students' ability to self‐assess: exploring links with learning style and academic personal control (2007, background): “Cassidy and Eachus (2000, 2002a) have also reported significant associations between student perceptions of personal academic control and both perceived academic proficiency and academic achievement. Low perceived proficiency was associated with an external locus of control while poor academic achie”
The relationship between motivation, learning approaches, academic performance and time spent (2017, neutral): “This reduced model of 20 items does no longer measure the strategic approach (Cassidy, 2004) and only contains the deep and the surface approaches.”
The Scientific Status of Learning Styles Theories (2015, background): “Numerous theoretical distinctions like these have been around since the 1950s (Cassidy, 2004).”