Pashler et al
It is worth reading the critical review of learning styles by Pashler et al. To quote some of the summary:
Our review of the literature disclosed ample evidence that children
and adults will, if asked, express preferences about how they prefer
information to be presented to them. There is also plentiful evidence
arguing that people differ in the degree to which they have some
fairly specific aptitudes for different kinds of thinking and for
processing different types of information.
However, they reviewed experimental evidence comparing the learning outcomes of students that either were or were not assigned to educational interventions based on their learning style, and found almost no evidence of differences.
which was judged to be a precondition for validating the educational
applications of learning styles. Although the literature on learning
styles is enormous, very few studies have even used an experimental
methodology capable of testing the validity of learning styles applied
to education. Moreover, of those that did use an appropriate method,
several found results that flatly contradict the popular meshing
We conclude therefore, that at present, there is no adequate
evidence base to justify incorporating learning-styles assessments
into general educational practice. Thus, limited education resources
would better be devoted to adopting other educational practices that
have a strong evidence base, of which there are an increasing number.
However, given the lack of methodologically sound studies of learning
styles, it would be an error to conclude that all possible versions of
learning styles have been tested and found wanting; many have simply
not been tested at all.
- Pashler, H., McDaniel, M., Rohrer, D., Bjork, R. (2009). Learning Styles
Concepts and Evidence. Psychological Science in the Public Interest, 9, 105. ARTICLE.