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A Slippery Myth: How Learning Style Beliefs Shape Reasoning about Multimodal Instruction and Related Scientific Evidence
dc.contributor.authorNancekivell, Shaylene E.
dc.contributor.authorSun, Xin
dc.contributor.authorGelman, Susan A.
dc.contributor.authorShah, Priti
dc.date.accessioned2021-11-02T00:44:31Z
dc.date.available2022-11-01 20:44:31en
dc.date.available2021-11-02T00:44:31Z
dc.date.issued2021-10
dc.identifier.citationNancekivell, Shaylene E.; Sun, Xin; Gelman, Susan A.; Shah, Priti (2021). "A Slippery Myth: How Learning Style Beliefs Shape Reasoning about Multimodal Instruction and Related Scientific Evidence." Cognitive Science 45(10): n/a-n/a.
dc.identifier.issn0364-0213
dc.identifier.issn1551-6709
dc.identifier.urihttps://hdl.handle.net/2027.42/170785
dc.description.abstractThe learning style myth is a commonly held myth that matching instruction to a student’s “learning style” will result in improved learning, while providing mismatched instruction will result in suboptimal learning. The present study used a short online reasoning exercise about the efficacy of multimodal instruction to investigate the nature of learning styles beliefs. We aimed to: understand how learning style beliefs interact with beliefs about multimodal learning; characterize the potential complexity of learning style beliefs and understand how this short exercise might influence endorsements of learning styles. Many participants who believed in the learning style myth supported the efficacy of multimodal learning, and many were willing to revise their belief in the myth after the exercise. Personal experiences and worldviews were commonly cited as reasons for maintaining beliefs in learning styles. Findings reveal the complexity of learning style beliefs, and how they interact with evidence in previously undocumented ways.
dc.publisherWiley Periodicals, Inc.
dc.publisherLearning and Skills Research Centre
dc.subject.otherMultimodal instruction
dc.subject.otherScientific reasoning
dc.subject.otherLearning styles
dc.subject.otherNeuromyths
dc.subject.otherEducational beliefs
dc.titleA Slippery Myth: How Learning Style Beliefs Shape Reasoning about Multimodal Instruction and Related Scientific Evidence
dc.typeArticle
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelNeurosciences
dc.subject.hlbtoplevelHealth Sciences
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/170785/1/cogs13047.pdf
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/170785/2/cogs13047_am.pdf
dc.identifier.doi10.1111/cogs.13047
dc.identifier.sourceCognitive Science
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dc.working.doiNOen
dc.owningcollnameInterdisciplinary and Peer-Reviewed


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