Why the Belief in Learning Styles Hinders Our Learning - and What We Can Do Instead
Have you ever wondered why certain learning methods don’t work for you, even though they seem effective for others? Perhaps you’ve even identified your own “learning style” - visual, auditory, kinesthetic, or reading/writing—in hopes of optimizing your learning. But what if this approach is not only ineffective but hindering your progress?
The Alluring Myth of Learning Styles
The idea of learning styles is enticingly simple and attractive. It promises that if we can recognize our preferred way of learning, we’ll become more efficient learners. Educational institutions and trainers worldwide have eagerly embraced this concept.
But reality is more complex.
What Science Really Says
Current research seriously questions the concept of learning styles. Studies show that adapting teaching methods to individual learning preferences has no significant impact on learning outcomes. A study by Polly Hussman and Valerie Dean O’Loughlin found that students who adapted their learning strategies to their supposed learning style did not achieve better results than others. ¹
So why do we cling to a concept with little scientific basis?
The Danger of a Fixed Mindset
This is where the concept of Fixed Mindset versus Growth Mindset, popularized by psychologist Carol Dweck, comes into play. A Fixed Mindset assumes that our abilities and intelligence are static—we believe we are naturally only capable of learning in a certain way. This thinking can be reinforced by the belief in fixed learning styles. If we believe we can only learn effectively in one particular way, we set boundaries for ourselves and miss opportunities to discover new and more effective learning strategies.
A Growth Mindset, on the other hand, promotes the belief that we can improve through effort and various methods. By being open to new approaches and willing to step out of our comfort zone, we can unlock our full learning potential.
Effective Learning Strategies for Everyone
Instead of focusing on unfounded preferences, we should rely on evidence-based methods that are effective for all learners:
• Active Recall: Test yourself regularly. Actively recalling information strengthens neural connections and promotes long-term memory. Instead of reading or listening, ask yourself questions about the material and try to answer them without aids. 2
• Spaced Repetition: Distribute your learning sessions over time. Short, regular intervals are more effective than marathon sessions. This helps reduce forgetting and anchors knowledge sustainably. 2
• Elaboration: Connect new knowledge with what you already know. By creating associations, you deepen your understanding. Explain concepts in your own words or teach them to someone else. 3
• Interleaving: Alternate between different but related topics. This promotes the flexibility and adaptability of your knowledge. Instead of learning one topic in one go, mix different topics together. 4
• Metaphors and Analogies: Use them to make complex concepts more tangible. By linking new information with familiar ideas, learning becomes more effective and recall easier. 4
Focusing on the Process Instead of the Outcome
Procrastination is a common companion in learning. One way to overcome it is to shift from an outcome-oriented to a process-oriented mindset. Instead of thinking, “I must fully understand this chapter,” tell yourself, “I will work on this chapter for 30 minutes today.” This approach reduces pressure and makes it easier to get started.
Techniques like the Pomodoro Technique can help you stay focused and incorporate regular breaks that give your brain time to process what you’ve learned. By alternating between focused work phases and more relaxed periods, you utilize both the focused and diffuse modes of your brain.
Final Thoughts
Learning is a lifelong process. By letting go of limiting beliefs and applying scientifically grounded methods, we can not only learn more efficiently but find joy in the process itself.
Regardless of what you’re studying or where you’re doing it, learning doesn’t have to be a solitary endeavor. Engaging with others brings diverse perspectives and fosters meaningful conversations that make the learning experience memorable.
- Husmann, P. R., & O'Loughlin, V. D. (2019). Another Nail in the Coffin for Learning Styles? Disparities among Undergraduate Anatomy Students' Study Strategies, Class Performance, and Reported VARK Learning Styles. Anatomical sciences education, 12(1), 6–19. https://doi.org/10.1002/ase.1777
- Baddeley, A. D., & Longman, D. J. A. (1978). The Influence of Length and Frequency of Training Session on the Rate of Learning to Type. Ergonomics, 21(8), 627–635. https://doi.org/10.1080/00140137808931764
- Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of verbal learning and verbal behavior, 11(6), 671-684.
- Oakley, B. & Sejnowski, T. (n.d.). [MOOC]. Coursera. https://www.coursera.org/learn/learning-how-to-learn#about