This study examines selected undergraduate students’ learning styles and preferences at a public university in Ghana. These participants were Level 100 students pursuing the Bachelor of Information Technology programme. The study sought to answer three research questions: What are the students’ learning styles? What are the students’ preferred learning styles? What characteristics do students demonstrate to establish their learning styles? Thirty participants (30) were purposefully sampled from the Faculty of Computing and Information Systems of a public university in Accra, Ghana. In this study, the research instruments used for the data collection were Fleming’s questionnaire on learning styles and semi-structured interviews. The outcome of this study revealed that the participants used all the learning styles such as Visual, Auditory, Read and Write, and Kinesthetic (VARK). The most favoured learning style indicated by the questionnaire responses was Auditory. The interview responses indicated that they used different learning styles, but each participant had the most preferred learning style. The study concluded that learners should be allowed to integrate varied learning styles to improve their learning and make learning interesting and relaxed. The study will be beneficial in formulating policies (at the tertiary education level) that seek to provide different opportunities for students regarding learning styles and preferences for studying English as a second language.

Abstract Simulation in dentistry has been used to guide students through clinical experiences they may encounter in the dental field. Human patient simulation (HPS) utilizes a high-fidelity manikin in a realistic healthcare environment to portray a scenario involving a patient with a specific disease state and/or other medical, social, or behavioral conditions. HPS can benefit dental/dental hygiene curricula through improving communication, making a scenario lifelike and applicable to practice, and allowing students to practice critical thinking and experience low-occurrence, high-risk medical emergencies that may occur in the dental office. HPS can be more effective than case-based study because the situation can be modified to a particular clinic/office. Benefits to the students are that HPS addresses many different learning styles, engages students in active learning, includes prompt feedback through debriefing, and provides interaction and cooperation among students and faculty. The manikin has the ability to speak, answer questions, and respond appropriately to students' handling of the emergency, which addresses visual, auditory, verbal, and kinesthetic learning styles. Active learning is key to HPS due to the fact that students are able to apply what they have learned in a didactic setting and are encouraged to think reflectively during the debriefing portion of the scenario. We have prepared this resource to assist educators in the process of incorporating HPS into th

Abstrak Penelitian ini bertujuan untuk mengembangkan desain didaktis berdasarkan gaya belajar baik visual, auditori, maupun kinestetik untuk meningkatkan tahapan kemampuan berpikir reflektif matematis (KBRM) dan disposisi berpikir reflektif matematis (DBRM) siswa SMA. Pengembangan desain didaktis ini dilakukan melalui tiga tahapan yakni analisis kebutuhan, pengembangan produk, dan uji coba. Analisis kebutuhan dilakukan dengan kegiatan studi pustaka dan survei. Hasil survei menunjukkan pentingnya desain didaktis untuk peningkatan tahapan KBRM dan DBRM yang memfasilitasi berbagai gaya belajar siswa. Kegiatan pengembangan dilakukan dengan merancang desain didaktis berbasis komputer yang memfasilitasi siswa dengan berbagai jenis gaya belajar dan memvalidasi produk pada ahli. Desain berbasis komputer memuat 8 indikator KBRM. Uji coba dilakukan melalui uji skala terbatas. Pengumpulan data menggunakan kuesioner, dokumen, dan catatan lapangan. Data yang diperoleh dianalisis secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa desain didaktis yang dikembangkan sudah memfasilitasi siswa dengan gaya belajar visual, auditori, dan kinestetik. Desain didaktis yang dihasilkan berupa bahan ajar interaktif berbasis komputer yang memuat menu, indikator, soal beserta pengajuan pertanyaan reflektif, dan refleksi. Kata kunci: berpikir reflektif matematis, disposisi reflektif matematis, gaya belajar DEVELOPING DIDACTIC DESAIN FOR IMPROVING MATHEMATIC REFLECTION THINKING

Reflective thinking is one of the high-level thinking skills that learners must possess. This study aimed to determine the effectiveness of Problem Based Learning (PBL) model and to describe the students' reflective mathematical thinking ability for each type of learning styles (visual, auditory, and kinesthetic). This research used a mixed method. The research class was taken with cluster random sampling. The subjects of this study were 6 students of class in one of junior high school in Purworejo which were selected by purposive sampling by selecting 2 students from each type of learning style. The data collection by using tests, questionnaires, and interviews. The results showed (1) PBL was effective in achieving students’ reflective mathematical thinking ability; (2) mathematical reflective thinking ability of visual subject was unable to draw the analogy of the problems and the visual subject was unable to identify relevant data. The auditory subject was unable to explain correctly the concept used in drawing sketches and unable to understand and identify the concepts. In addition, the auditory subject was less able to identify relevant data. Whether the kinesthetic subject made a mistake in drawing the analogy but he was unable to mention the problems that existed and could not identify the relevant data. In addition, the kinesthetic subject was less able in doing proof by using the concept involved in the proof of argument.

Adaptive learning systems focus on improving the performance of educational processes by adapting them to different students. One of the factors which require this adaptation is the preferred way of students to learn, which is at times considered as a blend of visual, auditory, kinesthetic, (VAK) etc. Knowing such things, not only helps the teacher to improve the delivery of the content, but also assists in improving assessment methods to suit each student. The primary motivation of this research is to analyze students’ engagement characteristics in Virtual Learning Environments (VLE) and determine their prevalent instructional preference and learning style and recommend the best learning assessment tools. To accomplish this goal, we have proposed an integrated system which encompasses the use of machine learning (ML) algorithms. This hybrid model is aimed at linking various activities to VAK model of learning and hence place students in their various class learning preferences derived from their activities and the patterns created during the learning processes. We used the Open University Learning Analytics Dataset (OULAD)to assess the efficiency of the proposed system. Multiple tests were performed by different machine learning classifiers, mainly in predicting learning style and recommending an assessment methodology. Our results show that the Random Forest algorithm achieved the highest accuracy with 98 %.This research shows how machine learning techniques embedded in lea

Abstract: This study explores the mathematical literacy skills of eighth-grade students based on their learning styles using the VARK model (Visual, Auditory, Read/Write, Kinesthetic). A descriptive qualitative approach was employed, involving 23 junior high school students in one of the districts in Southeast Sulawesi, Indonesia. Five informants representing auditory, read/write, kinesthetic, auditory-read/write-kinesthetic, and visual-read/write-kinesthetic types were selected through purposive sampling. Data were collected through mathematical literacy tasks and unstructured interviews. The findings reveal that learning styles influence mathematical literacy, including communication, modeling, representation, and problem-solving skills. Auditory learners excelled in all stages, while read/write and kinesthetic learners struggled, particularly in communication and problem-solving. Multimodal learners demonstrated greater flexibility. Abstract: Penelitian ini mengeksplorasi keterampilan literasi matematika siswa kelas VIII berdasarkan gaya belajar mereka menggunakan model VARK (Visual, Auditori, Membaca/Menulis, Kinestetik). Pendekatan kualitatif deskriptif digunakan dengan melibatkan 23 siswa SMP di salah satu kabupaten yang ada di Sulawesi Tenggara, Indonesia. Selanjutnya, lima siswa dipilih secara purposive sampling sebagai informan penelitian mewakili gaya belajar tipe auditori, membaca/menulis, kinestetik, auditori membaca/menulis-kinestetik, dan visual-membaca/menulis-

perceive the varying learning styles of their students. Learning styles are believed to be … to read. Certain skills, especially visual and auditory discrimination, have been shown to … riculum designed to improve their visual and auditory discrimination skills before they even

Interventions Based on Learning Styles . 37 Matching Individual Learning Styles With Appropriate Counseling … Parents Regarding Learning Styles . 93 Explaining Individual Learning Styles . 94 Accommodating … Chapter 4. Research on Learning Styles . 121 Research on Learning Styles in Teaching and Learning