Whether students feel pressure to get good grades or keep up with classmates, the anxiety this effort produces can have long-term effects on their brains.
Articles on Learning styles
Displaying all articles
Every day in class, students are encouraged to ‘visualise’, ‘imagine’ or ‘picture’ concepts in their minds. Some find this impossible.
AI schools try to tailor learning to match students’ abilities. But they can’t help young people learn who they are.
A 2025 study shows that an AI-based tutor improves learning when it prompts reasoning and is paired with peer discussion.
Focusing on student learning preferences could boost the number of students from underrepresented groups earning science and engineering degrees.
An analysis of several studies on learning styles suggests that students perform slightly better academically when lessons are tailored to their specific style. But it may not be worth the investment.
The idea that each person has a particular learning style is a persistent myth in education. But new research provides more evidence that you won’t learn better in one modality than another.
When sports coaches use psychological techniques and ideas that are based on shaky evidence, everyone loses.
Kenyans need to be wary of early learning centres that pressure children with academic drills.
Educational genomics could mean tailor-made curriculum programmes can be created based on a pupil’s DNA profile.
A body of evidence has debunked the concept of ‘learning styles’, but some teachers still cling to it.
There is little evidence to show that teaching students according to perceived ‘learning styles’ has any positive effect on their learning.
Top contributors
-
Scientia Professor and Professor of Educational Psychology, UNSW
-
Associate Professor in Educational Psychology, University of Sydney
-
Professor of Cognitive Neuroscience, UNSW
-
Senior Lecturer, School of Education, Macquarie University
-
Researcher in Educational Neuroscience, UNSW
-
Senior Lecturer in Early Childhood Education, Mount Kenya University
-
Professor of Psychology and Coaching, University of Hull
-
Emeritus reader in science education and communication, University of Sussex
-
Senior Lecturer in Psychology, University of Sussex
-
Professor Emeritus Melbourne Graduate School of Education, The University of Melbourne
-
Ph.D. Student in Psychological Sciences, Vanderbilt University
-
David K. Wilson Professor of Psychology, Vanderbilt University
-
Associate Professor of Educational Foundations and Research, University of North Dakota
-
Professor of Psychology, University of Virginia
-
Assistant Professor of Economics, Appalachian State University; Institute for Humane Studies