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to CBL material offering different routes based on identification of VARK learning styles. It discusses the strengths and weaknesses of CBL and the concept of learning style. Courseware demonstrating the use of images and video clips within the presentation software PowerPoint was created with four different routes to appeal to learners with visual, aural, reading and kinaesthetic (VARK) preferences. This was trialled with 30 student teachers for whom the material was deemed appropriate in level and context. It was found that VARK preferences could not be reliably identified and that providing different routes only appeared to have a marginal impact on learners\" comfort with the material and no appreciable impact on measurable learning outcomes. Instead more traditional design concerns such as structure, navigation as well as clarity of sound and images appeared as more important to participants in the trials in a series of semi structured interviews. However, interest in VARK is valuable if it focuses the designer on using a mix of media in courseware and if it provokes discussion of the properties of different media.","grobid_abstract_attachment_id":"33577432"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"How Learners Respond to Computer Based Learning Material Based on Modality Learning Style","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [11562881]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":33577432,"attachmentType":"pdf"}"><img alt="First page of “How Learners Respond to Computer Based Learning Material Based on Modality Learning Style”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/33577432/mini_magick20190331-16192-8ybw2j.png?1554050129" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">How Learners Respond to Computer Based Learning Material Based on Modality Learning Style</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="11562881" href="https://independent.academia.edu/RazaliHassan"><img alt="Profile image of Razali Hassan" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />Razali Hassan</a></div><div class="ds-work-card--detail"><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">9 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 6890453; 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It discusses the strengths and weaknesses of CBL and the concept of learning style. Courseware demonstrating the use of images and video clips within the presentation software PowerPoint was created with four different routes to appeal to learners with visual, aural, reading and kinaesthetic (VARK) preferences. This was trialled with 30 student teachers for whom the material was deemed appropriate in level and context. It was found that VARK preferences could not be reliably identified and that providing different routes only appeared to have a marginal impact on learners&#39; comfort with the material and no appreciable impact on measurable learning outcomes. Instead more traditional design concerns such as structure, navigation as well as clarity of sound and images appeared as more important to participants in the t...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"How Do Learners Respond to CBL Material Based on Modality Learning Style?","attachmentId":84990144,"attachmentType":"pdf","work_url":"https://www.academia.edu/77687125/How_Do_Learners_Respond_to_CBL_Material_Based_on_Modality_Learning_Style","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/77687125/How_Do_Learners_Respond_to_CBL_Material_Based_on_Modality_Learning_Style"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="24376662" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/24376662/Educational_Multimedia_and_Learning_Style_Preferences">Educational Multimedia and Learning Style Preferences</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="27862689" href="https://oou-ng.academia.edu/OluwakemiOlurinola">Oluwakemi Olurinola</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Multimedia learning offers a significant opportunity to reach the greatest number of students and most effectively support students with different learning styles. The basis for the use of multimedia is the assumption that when the user interacts within these various methods they learn more meaningfully. The fundamental principle behind multimedia learning is best described by Mayer (2005) “People learn better from words and pictures than from words alone”. This study seeks to provide a framework for multimedia-enhanced education in the curriculum. The multimedia learning tools used in this study was PowerPoint and Multiple Mouse Mischief. The framework for the study was built on what high-end multimedia presentation currently facilitates: presenting course materials in; text, graphics, photographs and animation (visual), audio and discussion (aural), with follow-up point-and-click or drag-and-drop exercises (Kinaesthetic). The study set out to examine how learning styles interact with the presentation media to influence the learning outcomes of the students. The findings revealed no significant main effect of learning style on the students’ achievement scores. However, the result of the multiple classification analysis (MCA) on learning style showed that the kinaesthetic learners recorded the highest adjusted post-test mean achievement score. It was concluded that interactive multimedia presentation can facilitate diverse learning styles and although there are claims about the benefits of multimedia presentations but the reality is that the instructional technologies are only tools and should be applied with careful regard to the complex nature of human information processing.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Educational Multimedia and Learning Style Preferences","attachmentId":44707900,"attachmentType":"docx","work_url":"https://www.academia.edu/24376662/Educational_Multimedia_and_Learning_Style_Preferences","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/24376662/Educational_Multimedia_and_Learning_Style_Preferences"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="43008181" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/43008181/Development_of_E_Modality_A_Learning_Style_Assessment_Tool">Development of E-Modality: A Learning Style Assessment Tool</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2688209" href="https://independent.academia.edu/SenthilKumar32">WARSE The World Academy of Research in Science and Engineering</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The learning style determines how learning can be optimized in content delivery. Learning style is deemed crucial for different types of age groups. It is essential, especially for individual learning achievement in different avenues of learning such as academic and in carrying tasks during employment. When learning styles are considered, the time it takes to learn is maximized, however, there are limited resources that are accessible to educators to apply identification of learning style in each class handled. This study designed an application that implements the Visual, Aural, Readiness and Kinesthetic (VARK) modality in a courseware called-E-Modality: Learning Style Assessment Tool (E-LAT). The developed courseware is intended to understand and further check the preferred learning styles of Grade 5 pupils from VARK exam to Core-Subjects of English, Math and Science. It includes different types of examinations that would determine whether the student has a bigger percentage to be a Visual, Aural, Read-based, or Kinesthetic learner. The system runs in a network-based environment and can be installed on personal computers or laptop. The functionality and accuracy tests were conducted to examine the overall system suitability and precision which proved that the system provided a similar interpretation as compared to the manual use of learning style inventory. Further, the application was evaluated by 27 experts using ISO 25010 which yields an overall mean rating of 4.67 with descriptive rating of "Excellent". The evaluation result implies that the application has attained its primary purpose to provide a learning style tool assessment.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Development of E-Modality: A Learning Style Assessment Tool","attachmentId":63272355,"attachmentType":"pdf","work_url":"https://www.academia.edu/43008181/Development_of_E_Modality_A_Learning_Style_Assessment_Tool","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/43008181/Development_of_E_Modality_A_Learning_Style_Assessment_Tool"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="117759237" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/117759237/A_Rationale_for_Multi_modality_in_Multimedia_Instructional_Design">A Rationale for Multi-modality in Multimedia Instructional Design</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="108865120" href="https://independent.academia.edu/SanjaKisicek">Sanja Kisicek</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2015</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"A Rationale for Multi-modality in Multimedia Instructional Design","attachmentId":113537511,"attachmentType":"pdf","work_url":"https://www.academia.edu/117759237/A_Rationale_for_Multi_modality_in_Multimedia_Instructional_Design","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/117759237/A_Rationale_for_Multi_modality_in_Multimedia_Instructional_Design"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="2884787" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/2884787/The_impact_of_multiple_representations_of_content_using_multimedia_on_learning_outcomes_across_learning_styles_and_modal_preferences">The impact of multiple representations of content using multimedia on learning outcomes across learning styles and modal preferences</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="40407550" href="https://academia-1.academia.edu/MGardiner">Michael Gardiner</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2983665" href="https://cdu.academia.edu/MichaelSankey">Michael D Sankey</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2011</p><p class="ds-related-work--abstract ds2-5-body-sm">The innovative use of educational technologies provides valuable opportunities for educators to design an enhanced, interactive, more inclusive and engaging curriculum. Key pedagogical motivations for utilising educational technologies include the desire to improve learning performance and student engagement.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The impact of multiple representations of content using multimedia on learning outcomes across learning styles and modal preferences","attachmentId":30818300,"attachmentType":"pdf","work_url":"https://www.academia.edu/2884787/The_impact_of_multiple_representations_of_content_using_multimedia_on_learning_outcomes_across_learning_styles_and_modal_preferences","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/2884787/The_impact_of_multiple_representations_of_content_using_multimedia_on_learning_outcomes_across_learning_styles_and_modal_preferences"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="4349303" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/4349303/Exploring_the_relation_between_learning_style_models_and_preferred_multimedia_types">Exploring the relation between learning style models and preferred multimedia types</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="327563" href="https://uni-lj.academia.edu/JozeRugelj">Joze Rugelj</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Computers & Education, vol. 69, pp. 343-355, 2013</p><p class="ds-related-work--abstract ds2-5-body-sm">There are many adaptive learning systems that adapt learning materials to student properties, preferences, and activities. This study is focused on designing such a learning system by relating combinations of different learning styles to preferred types of multimedia materials. We explore a decision model aimed at proposing learning material of an appropriate multimedia type. This study includes 272 student participants. The resulting decision model shows that students prefer well-structured learning texts with color discrimination, and that the hemispheric learning style model is the most important criterion in deciding student preferences for different multimedia learning materials. To provide a more accurate and reliable model for recommending different multimedia types more learning style models must be combined. Kolb's classification and the VAK classification allow us to learn if students prefer an active role in the learning process, and what multimedia type they prefer.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Exploring the relation between learning style models and preferred multimedia types","attachmentId":31800585,"attachmentType":"pdf","work_url":"https://www.academia.edu/4349303/Exploring_the_relation_between_learning_style_models_and_preferred_multimedia_types","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/4349303/Exploring_the_relation_between_learning_style_models_and_preferred_multimedia_types"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="21385029" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/21385029/Integrating_Learning_Style_in_the_Design_of_Educational_Interfaces">Integrating Learning Style in the Design of Educational Interfaces</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4618775" href="https://acsij.academia.edu/acsij">ACSIJ Journal</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="42512187" href="https://independent.academia.edu/AhmedalHunaiyyan">Ahmed al-Hunaiyyan</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Understanding learners' characteristics and behaviour using hypermedia systems in education is still a challenge for most developers and educators. This study seeks to understand the influence of learning style on learners' use and preference of a Computer Based Learning (CBL) program which was developed using two navigational structures (linear and non-linear). The study presents the findings of a case study conducted in Kuwaiti Higher Education. Data analysis was used to understand learners' needs and perceptions in using navigational structures. The relationship between learners' needs, learning styles, perceptions, and preferences in using the CBL program in regard to learner's gender is discussed in this paper. We found that both males and females liked to see the two navigational structures in the CBL program. Moreover, we found that although males and females are both prefer using the non-linear structures, the data analysis shows that males actually used linear structures of the program and they are characterized as verbalized, field independent and serialist learners. Females, on the other hand, need to use the non-linear structure, and characterized as visualized, field dependent, and holist learners. It is interesting to find that learners (both males and females) may use specific navigational structures (linear and non-linear) accommodated in a CBL program although it may not be what they prefer.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Integrating Learning Style in the Design of Educational Interfaces","attachmentId":41845189,"attachmentType":"pdf","work_url":"https://www.academia.edu/21385029/Integrating_Learning_Style_in_the_Design_of_Educational_Interfaces","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" 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