VARK Learning Style

There are many models that can be identified from earlier studies on learning styles. Among them are models that emerged from earlier researchers such as the Salmes, Felder-Silverman, Dunn & Dunn, Kolb, Honey and Murnford, and VARK (Visual, Auditory, Read or Write and Kinesthetic) models of learning styles. According to Virleen, (2010) there are two commonly used learning style models: Dunn & Dunn, and VARK.

Figure 1: VARK Learning Styles

Source: Caleig, 2019

There are many models that can be identified from earlier studies on learning styles. Among them are models that emerged from earlier researchers such as the Salmes, Felder-Silverman, Dunn & Dunn, Kolb, Honey and Murnford, and VARK (Visual, Auditory, Read or Write and Kinesthetic) models of learning styles. According to Virleen, (2010) there are two commonly used learning style models: Dunn & Dunn, and VARK.

VARK learning style model is learning style changed from VAK model to Fleming 's 2006 learning style VARK. This learning style is modified by having students classified into four different modes. The modes based on different senses, namely visual, auditory, reading, and kinesthetic, and the model's name itself, originated from the prefix letters (V, A, R, and K) of those senses. According to Spoon & Schell, (2001) dividing students by mode is necessary to be able to observe the effectiveness of each lesson to different VARK learning mode.

The below video 1.0 will show you how VAK has been changed to VARK and how to use VARK to find your learning style to be a better learner.

Video 1.0: VAK to VARK

Source: Genius Workshop, 2018

Murphy et al, (2004) added that learning based on a model of VARK learning style provides a medium for self-knowledge and exploring opportunities in classrooms, thus making learning experience and enjoyment more productive among students. According to Drago & Wagner, (2004) it has been proven that students have diversity in learning styles which has become their priority and that teachers should deliver the course effectively according to the needs of the students. In each popular typology, the research carried out investigated four physiological elements, namely the learning style of VARK.

The VARK learning style model was adjusted with four learning modes, namely visual mode, auditory mode, reading mode, and kinesthetic mode. It is based on those modes, where students can choose which learning mode is best suited for them during the learning process. Refer to Table 1.0.

Table 1.0: Learning process base on VARK model.

Mode	Tendency in the learning process
Visual	Learning by looking at pictures, graphs, videos, and graphics. Could not take complete note during the presentation.
Auditory	Receive learning by listening method, by speaking or from music, discussion, and explanation.
Reading	Prefer words and texts as an information obtaining method. They like presentation style, by text or writing
Kinesthetic	More likely to experience through physical movement aspect while studying, such as, touch, feel, hold, perform and move something. They prefer hands-on work, practical, project, and real experience.

(Drago & Wagner, 2004; Murphy et al, 2004).

A.    Visual

Students who are predisposed to this style are likely to receive demonstration, and can learn through description. These students prefer to use a list to keep their advance rate in learning, as well as to arrange their ideas and mind. In addition, visual students are easily disturbed or disturbed by movements or actions, whereas noise does not usually disturb them (Drago & Wagner, 2004).

In addition, visual students like to use figures, images, and symbolic tools like graphs, flowcharts, hierarchies, models, and arrows representing printed information. They can also explain a concept to others through drawing a figure or image (Murphy et al, 2004).

B.     Auditory

By listening to the auditory students learn something (Drago & Wagner, 2004). These students pay more attention to the words that teachers deliver. They prefer to listen to the lecture notes rather than writing. They choose to discuss topics that were taught with classmates after lectures end, as a way to clarify their understanding.

According to Miller, (2001) this type of student may recall information when reading, especially when learning something new, through loud reading or mouthing. Students can reinforce their memory by listening to audiotape recordings again, teaching others and chatting with teachers. Usually, audience students read easily, narrate cleverly, write stories or poetry effortlessly, learn foreign language quickly, have a good vocabulary, spell smoothly, like writing letters, and possess a strong ability to remember names or facts (Armstrong, 2004).

C.     Reading

Students with a reading tendency prefer the printed word and text as a method of gaining information. They like lists, glossaries, manuals, lecture notes, or circulation. These students like to arrange lecture notes in sketch form, paraphrase classroom notes, and study questions regarding multiple-choice exams (Murphy et al, 2004). Besides that, these students are note-takers according to Drago and Wagner, (2004) as they study better with note taken from lecture or hard reading materials.

  

D.    Kinesthetic

Although measured in VARK as a separate category, learning through kinesthetics is a measurement mode, considered to combine different functions of the senses. Kinesthetic priority referring to learning which has been achieved through experience and practice. Kinesthetic students, in other words, should go through the experience to learn something (Murphy et al., 2004).

Drago & Wagner, (2004) describe the characteristics of predisposing kinesthetic students as those who emphasize more in learning something experience and generally have high energy and prefer to apply touch, motion and interaction to their environment. Besides that, these students dislike learning simply through listening and visual skills, and kinesthetic students are typically passive in class (Drago & Wagner, 2004).

On the other hand, Wolfman & Bates, (2005) view kinesthetic learning style as being able to increase the learning motivation of the students. In his study Gohdes, (2003) has also demonstrated that VARK learning style can enhance the understanding of students as well as raise student motivation and interest in learning.

As an example in a study by Larry & Marie, (2005) about the tendency of students using VARK in multimedia elements, it was discovered that visual students are more likely to use text and graphic in multimedia elements. Auditory students prefer to use multimedia element text and graphic as well as audio applications. While kinesthetic students are more inclined to use text and graphics through assignments where acts or hands-on work are required. That study also researched the students' tendency to lean style using senses on each mode.

Zhang, (2002) believes that the students ' learning style depends on how they learn to observe the effectiveness and acceptance of learning that applies to the teaching and learning process. VARK learning style does not involve intelligence or inherent skills based on what has been discussed, but is closely related to how we acquire or understand information or new knowledge. VARK learning style can also be perceived as an individual method used to acquire knowledge, positive competencies, and attitude. As such, learning style by VARK can create a fascinating learning environment for students and stimulate the learning senses of the students.

List of References 

Armstrong, A. M. (2004). Instructional Design in the Real World: A View from the Trenches. United States: Information Science Publishing.

Drago, W. A., & Wagner, R. J. (2004). VARK preferred learning styles and online education. Management Research News, 27(7), 1-13.

Larry, M. N., & Marie, B. (2005). Work in progress - learning styles and e-learning, what is the connection?. 35^th ASEE/IEEE Frontiers in Education Conference. Unpublished presented papers.

Miller, P. (2001). Learning styles: the multimedia of the mind: ED 451340. Unpublished.

Murphy, R. J., Gray, S. A., Straja, S. R., & Bogert, M. C. (2004). Student learning preferences and teaching implications. : Educational methodologies. Journal of Dental Education, 68 (8), 859-866.

Spoon, J. C., & Schell, J. W. (2001). Aligning student learning styles with instructor teaching styles. Journal of Industrial Teacher Education, 35 (2), 41-56.

Virleen, M. C. (2010). Center for learning and teaching, Cornell University, USA. VARK: a guide to learning styles. [Online] Available at. http://www.vark-learn.com/ [Accessed on 27 May 2020].

Wolfman, S. A., & Bates, R. A. (2005). Kinesthetic learning in the classroom. CCSC. 203-206.

Stitt Gohdes, W. L. (2003). Student teachers and their students: do their instructional and learning preferences match? Business Education Forum, 57 (4), 22-27.

Zhang, S. (2002). Students perceptions of multimedia classrooms at East Tennessee State University, Unpublished master dissertation, Tennessee State University.