Impact of Learning Styles on Students’ Retention of Information

Kaixin Liu; Dr. Erna A. Lahoz

doi:10.54097/0qpvve72

Authors

Kaixin Liu
Dr. Erna A. Lahoz

DOI:

https://doi.org/10.54097/0qpvve72

Keywords:

VAK Methods, Teacher Training Programs, Student Engagement

Abstract

This study investigates the impact of Visual, Auditory, and Kinesthetic (VAK) teaching methods on student retention within the context of China's evolving educational landscape. Acknowledging the country's significant strides in educational reforms and technological integration, the research aims to empirically determine the effectiveness of these teaching methodologies have on enhancing student engagement and information retention. The study is of critical importance as it seeks to inform educational practices and policies, with the goal of improving instructional strategies to align with diverse learning preferences. The research fills a notable gap in the empirical literature regarding the comparative impact of VAK methods on student retention in China, where traditional lecture-based methods are still predominantly employed. Findings from this study could influence teacher training programs and contribute to the development of a more inclusive educational system that caters to the varied learning styles of students. Through a synthesis of existing literature and the researcher's observations of differing engagement and retention rates with traditional versus varied teaching methods, the study provides valuable insights into the potential benefits of integrating visual, auditory, and kinesthetic elements into teaching practice. The research aligns with a body of studies that have demonstrated the effectiveness of VAK methods in enhancing learning outcomes, although it acknowledges the variability in outcomes based on context, subject matter, and individual learner differences. This paper also recognizes the importance of ongoing assessment and customization of teaching strategies to meet the specific needs of students in diverse educational settings.

Downloads

Download data is not yet available.

References

[1] Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.

[2] Hu, L., Zhang, L., Yin, R., Li, Z., Shen, J., Tan, H., Wu, J., & Zhou, W. (2021). NEOGAMES: A serious computer game that improves long-term knowledge retention of neonatal resuscitation in undergraduate medical students. Frontiers in Pediatrics, 9, 645776. https://doi.org/10.3389/fped.2021.645 776.

[3] Hu, L.-C., & Hannum, E. (2020). Red flag: Grade retention and student academic and behavioral outcomes in China. Children and Youth Services Review, 113, 104896. https://doi.org/10. 1016/j.childyouth.2020.104896.

[4] Ikawati, O. N., & Kowiyah, K. (2021). Visual, auditory, and kinesthetic learning model on the mathematics problem-solving ability. Desimal: Jurnal Matematika, 4(1), 13-20.

[5] Ishartono, N., Faiziyah, N., Sutarni, S., Putri, A. B., Fatmasari, L. W., Sayuti, M., & Yunus, M. M. (2021). Visual, auditory, and kinesthetic students: How they solve PISA-oriented mathematics problems? In Journal of Physics: Conference Series (Vol. 1720, No. 1, p. 012012). IOP Publishing. https://doi.org/10.1088/1742-6596/1720/1/012012.

[6] Jiang, M. L., & Tse, A. W. C. (2021, November). The effects of multimedia glosses, learning duration and working memory capacity on high school students' passive English vocabulary acquisition. In Proceedings of the 2021 5th International Conference on Education and E-Learning (pp. 134-141).

[7] Lambert, C., Gong, Q., & Zhang, G. (2023). Learner-generated content and the lexical recall of beginning-level learners of Chinese as a foreign language. Language Teaching Research, 27(4), 800-819. https://doi.org/10.1177/1362168820981407.

[8] Li, F., Zhang, J. S., Sheng, X. Y., Wang, J. L., Shen, X. M., Xia, W. P., Shen, L. X., & Jiang, F. (2020). Effects of three different first-aid training methods on knowledge retention of caregivers and teachers: A randomized and longitudinal cohort study in China. Public Health, 178, 97-104. https://doi.org/10.101 6/j.puhe.2019.08.021.

[9] Li, J., Zhang, E.-H., He, X., Zhang, H., Gou, H., Wang, X., Wang, S., & Cao, H.-W. (2022). Retrieval practice enhances learning and memory retention of French words in Chinese-English bilinguals. Lingua, 272, 103294. https://doi.org/10.1 016/j.lingua.2022.103294.

[10] Li, M. (2021, November). The relationship of motivation for learning and perceptual learning style preferences with academic achievement of Chinese Grade 8 students in English language class. In *AU Hybrid International Conference 2024 on "Entrepreneurship & Sustainability in the Digital Era" under the theme of "People Centric Knowledge in Intelligence World" (Vol. 2, No. 1, pp. 279-285).

[11] Liu, Y. (2023). Captioning and repetition for Chinese students' immediate and delayed retention of English‐speaking multimedia lessons. Journal of Computer Assisted Learning, 39(4), 1184-1195.

[12] Liu, Y., Li, Z., & Nan, H. (2021). Motivation and retention strategies of undergraduates' online course learning motivation in the information age. In 2021 International Symposium on Advances in Informatics, Electronics and Education (ISAIEE) (pp. 74-77). IEEE. https://doi.org/10.1109/ISAIEE55071. 2021. 00026

[13] Ong, K. K. W., & Zhang, L. J. (2018). The effects of code-switched reading tasks on late-bilingual EFL learners' vocabulary recall, retention and retrieval. System, 72, 13-22. https://doi.org/10.1016/j.system.2017.10.008.

[14] Ramadian, O. D., Cahyono, B. Y., & Suryati, N. (2019). The implementation of visual, auditory, kinesthetic (VAK) learning model in improving students' achievement in writing descriptive texts. English Language Teaching Educational Journal, 2(3), 142-149.

[15] Rini, D. S., Adisyahputra, D. V. S., & Sigit, D. V. (2020). Boosting student critical thinking ability through project-based learning, motivation, and visual, auditory, kinesthetic learning style: A study on ecosystem topic. Universal Journal of Educational Research, 8(4), 37-44.

[16] Shen, W., & Park, H. (2020). Working memory and second language learning: A review of the past twenty years' research in China. Journal of Pan-Pacific Association of Applied Linguistics, 24(1), 85-106.

[17] Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. https://doi.org/10.1207/s15516709cog1202_4.

[18] Tsai, M.-H., Chang, L.-Y., Chen, H.-C., & Lin, C.-L. (2021). Effects of key-image mnemonics on Chinese instruction for first-grade students’ achievement and interest toward Chinese learning. International Journal of Educational Research, 109, 101856. https://doi.org/10.1016/j.ijer.2021.101856.

[19] Wang, S., & Zhang, Y. (2021, November). Integrating multimodal courses into mobile learning in international Chinese education. In International Symposium on Emerging Technologies for Education (pp. 104-121). Cham: Springer International Publishing.

[20] Wu, W., Hsu, Y., Cao, X., & Chen, J. (2021). Cross-cultural education: The effects of AR technology and learning styles on learning achievements of sculpture course. In P. L. P. Rau (Ed.), Cross-cultural design. Applications in arts, learning, well-being, and social development. HCII 2021. Lecture notes in computer science (Vol. 12772). Springer, Cham. https://doi.org/10.1 007/978-3-030-77077-8_19.

[21] Zhang, R. (2023). An analysis of the effectiveness of the current English teaching methods based on the VAK theory. Journal of Education, Humanities and Social Sciences, 8, 773-778.

[22] Zhu, H.-r., Zeng, H., Zhang, H., Zhang, H.-y., Wan, F.-j., Guo, H.-h., & Zhang, C.-h. (2018). The preferred learning styles utilizing VARK among nursing students with bachelor degrees and associate degrees in China. Acta Paulista De Enfermagem, 31(2), 162–169. https://doi.org/10.1590/1982-0194201800024.

[23] Zuana, M. M. M., Rumfot, S., Aziz, F., Handayani, E. S., & Lestari, N. C. (2023). The influence of learning styles (visual, kinesthetic and auditory) on the independence of elementary students’ learning. Journal on Education, 5(3), 7952-7957.