The Learning Styles Lie: How a Neuromyth Is Limiting Your Potential
Learning styles are something that everyone has an opinion on. It is often one of the first things that comes up when I discuss with people that I am in the field of neuroeducation and training/teaching. I hear things constantly such as "I am an auditory learner" or "I can only learn when I write something down". But here is the thing...... The idea that we all have a particular learning style is a myth.
It is fiction not fact. A tall tale. An old school idea that has been perpetuated for years.
Now, often when I bring this up the conversation begins to get emotive. Most people feel as though they have a learning style that suits them better. But we have been conditioned to think this. It is an opinion that we hold of ourselves. An opinion so strong for some that it becomes a limiting belief - "I can only learn by watching videos" or "I can't learn listening to someone else talk about it".
And guess what..... you are probably correct. But it is not for the reason you think. It is not because of your brain having a preference to one of these styles, it is simply because you think that. It's time to move on from this myth - or else we risk holding ourselves back.
What are Learning Styles?
The theory of learning styles suggests that people learn best when information is presented in a way that matches their 'styles'. Common styles include:
Visual (learning through seeing)
Auditory (learning through hearing)
Kinaesthetic (learning through doing)
The Origins and Appeal of Learning Styles
The idea of learning styles became popular in the 1970's as a result of findings from valid research papers investigating differences in the abilities of individuals and their preferences, alongside the discoveries that different parts of information are processed in different regions of the brain(1). The intuitive appeal of this theory is understandable - it seems logical that people might learn better when information is presented in a format that they 'prefer'. However, this is not the case.
The Scientific Consensus
The scientific consensus surrounding learning styles is unequivocal, there is no empirical evidence to support the idea that learning styles exist and that when people learn new information according to their preferred learning style (e.g. visual, kinaesthetic, or auditory) that learning outcomes are improved. Systematic reviews and meta-analyses in recent years have consistently shown that the "matching hypothesis" (the notion that people learn better when learning is being done according to their preferred learning style) has no scientific validity(2,3,4). For example, one study conducted an extensive review of learning style frameworks and found no robust evidence for the theory to be used in education(2). Another study, concluded that studies that claim to support learning styles have generally failed to meet robust methodological criteria and lack statistical power(3). Other studies have shown that whilst learners may have a preference in learning style these preferences do not result in improved performance when standardised against other learning methods(4,5,6). In other words, whilst you may enjoy learning in your preferred learning style, it empirically does not improve your learning outcomes. Despite this overwhelming scientific evidence, the learning styles myth continues to persist in educational settings and popular culture. So why does this debunked theory still hold favour?
Why Does the Myth of Learning Styles Persist?
Despite this myth clearly being disproven by scientific research it continues to thrive. Why? One key reason is that it seems intuitive in nature - people are naturally drawn to this idea that they have unique learning preferences that make learning easier for them due to the way their brain is wired. This does make intuitive sense. We are all different, we all think differently, we all have different strengths and weaknesses, so why would we not have learning styles that suit one person and not the other. It feels empowering to label oneself as a visual or auditory learner, as it provides a sense of identity and control over our own learning process. Additionally, the idea has been widely promoted in teacher training programs, educational materials, and in corporate training programs, further giving it air of legitimacy.
Cognitive biases also contribute to the perpetuation of this myth. When people succeed using their "preferred learning style", they attribute their success to the method used rather than other factors such as the role prior knowledge played. Finally, the myth remains popular because it simplifies the complex learning process, offering an easy explanation for why some things feel harder to us than others. Breaking free from this idea requires us to understand that whilst preferences do exist, they DO NOT determine how effectively we can learn.
The Takeaway
While the idea of learning styles is logical and seemingly intuitive, there is no scientific evidence supporting this theory. The good news is that you are not limited to any one specific style of learning, you can learn effectively using a variety of methods, you just need to remove your limiting belief. Here is what you can do:
1. Experiment with different learning techniques: Try visual aids, auditory explanations, hands-on activities, and reading. You might find that different methods work better for different subjects or concepts.
2. Challenge your assumptions: If you've always believed you're a "visual learner," push yourself to engage with auditory or kinaesthetic learning methods. You might surprise yourself with how effective they can be.
3. Focus on evidence-based learning strategies: Techniques like active recall, spaced repetition, and elaborative rehearsal have been scientifically proven to enhance learning for everyone, regardless of preferred style.
4. Adapt to the material: Some subjects naturally lend themselves to certain learning approaches. For example, learning a language might benefit from a combination of listening, speaking, and writing, while understanding geometry might involve visual representations and hands-on problem-solving.
As we move forward in our pursuit of evidence based effective learning practice, it is essential to let go of this neuromyth of learning styles. Instead, we should embrace a flexible and adaptable approach to learning.
References
https://www.educationnext.org/stubborn-myth-learning-styles-state-teacher-license-prep-materials-debunked-theory/
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Learning and Skills Research Centre.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119.
Fauziah, F., & Cahyono, B. Y. (2022). Prevalent beliefs in learning styles myths: Indonesian research trends. Issues in Educational Research, 32(4), 1382-1402.
Newton, P. M., & Miah, M. (2017). Evidence-Based Higher Education – Is the Learning Styles 'Myth' Important? Frontiers in Psychology, 8, 444.
Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension. Journal of Educational Psychology, 107(1), 64-78.
