Debunking the Myth of Visual Auditory Kinesthetic Learning

For decades, many educators have relied on the notion that students learn best when teaching methods are tailored to their individual learning styles. This approach, often referred to as visual auditory kinesthetic (VAK) or VARK, has been widely adopted in educational settings around the world. However, recent research has led experts to question the validity of this concept.

In reality, there is no conclusive evidence to support the idea that matching a student's preferred learning style to instruction improves their learning outcomes. In fact, numerous studies have found that the link between learning styles and academic achievement is largely overstated. As Sharp et al. (2008) noted, the notion of learning styles has been relegated to the status of neuromyth.

Despite this, many teachers still believe that students learn better when information is presented in their preferred style. In 2012, a survey of UK teachers found that an astonishing 93% agreed with this statement. However, as Pashler et al. (2008) concluded, there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice.

The popularity of the VAK model can be attributed in part to its simplicity and ease of use. Learners are typically asked to complete a survey consisting of statements related to their preferences for processing information. For example, they may be asked whether they remember things better when writing them down or if they prefer to learn through movement.

The categorization process is often initiated with the VAK model, which assigns learners to one of three categories: visual, auditory, or kinesthetic. However, as Cohen et al. (2006) pointed out, this approach has been criticized for its lack of scientific basis.

In reality, there are at least 12 distinct learning styles, and more than 60 derivatives, that attempt to categorize learners' preferences for processing information. As Coffield et al. (2004) noted, these models have been outlined with varying degrees of complexity and accuracy.

The meshing hypothesis suggests that matching a student's preferred learning style to instruction improves their learning outcomes. However, as Lethaby and Mayne (2018) and Aslaksen and Lorås (2018) found, there is no empirical evidence to support this claim.

Despite the lack of evidence, the VAK model remains a widely accepted and commonly used approach in educational settings. Its widespread adoption can be attributed in part to its ease of use and simplicity. However, it is essential for educators to recognize that this approach has been debunked by recent research and may not have the desired impact on student learning outcomes.

In conclusion, while the concept of visual auditory kinesthetic learning has been widely adopted, there is limited empirical evidence to support its validity. Educators should focus on developing effective teaching methods that cater to the diverse needs of all learners, rather than relying solely on the VAK model.

Visual auditory kinesthetic learning