Michael E.

Kimble

ATE 603-131 Introduction to Adult Education and Adult Learners

Module 12 VAK Learning Styles Model

24 October 2016

Dr. Feon M. Smith

Kimble Module 12 2

What is VAK?

The VAK assessment can be traced back to the work of 1920s psychologists to classify

how people learn. VAK is an acronym which stands for visual, auditory, and kinesthetic, and the

model shows that most people will vastly prefer one method over the other two. An individual

who is visual retains more information when it is presented in pictures, diagrams, movies, etc.

Auditory learners learn best when they hear the information being presented, whether it be on an

audio tape, though lecture, group discussion, or hearing their own voice as they repeat

something. The kinesthetic learner learns through experience; it is vital they touch, use, build, or

experiment in order to retain information. The information from a VAK exam can help the

student choose learning activities that suit their preferred method. Instructors can also use

knowledge obtained from a VAK assessment to custom tailor instruction to a particular student

or group of students. While the VAK shows our preferred learning method, it is best to

remember that we can, and do, learn using all three styles. Failure to expose students to all three

methods could result in a loss of retention (Chapman, 2016).

Similar Learning Models

The realm of education is rife with learning theories. This overabundance at times can be

quite confusing due to the amount of overlap from one theory to the next. Many theories are just

a previous theory reworked or tweaked a little bit. The work of individuals such as Kolb,

Gardner, and Fleming have expounded upon the original VAK concept (Chapman, 2016).

In 1983 the work of Gardner illustrated a theory of multiple intelligences. According to

his findings, there are seven types of intelligence. The seven types he identified are linguistic,
Kimble Module 12 3

spatial, musical, logical-mathematical, bodily kinesthetic, understanding oneself, and

understanding others. Gardners work showed that an individual can be very high in multiple

types of intelligence while being extremely low in others. Gardner has been praised by some and

admonished by others. His critics feel his categories are not measuring intelligence but refer to

them as talents instead. It is still important to note that his work can be viewed as a more in-

depth form of VAK, and when used correctly, can be used to benefit both students and educators

(Knowles, 2015).

In 1984, Kolb published the learning styles model, which works on a four stage cycle of

experience, reflection, conceptualize, and test. This cycle provides four unique learning styles

which can accommodate various styles of learning. Kolbs theory relies upon learning abstract

concepts through an experience as part of a learning cycle. The cycle consists of a concrete

experience, reflective observations, abstract conceptualization, and finally, an active experiment.

The LSI is used to determine which of the four learning styles an individual can best learn from.

The four styles are accommodating, diverging, converging, and assimilating. Those who prefer

the diverging style learn best by watching and through emotional response. The assimilating

style is for individuals who like to watch and then think about the outcome or results, much like

the work performed by a scientist. These individuals like solid explanations over experiences.

The converging style is for those who like to do and think. These type of people are typically

problem solvers. Finally, the accommodating style is the hands-on style for individuals who

like to use their intuition rather than logic. These individuals often use information provided by

others to achieve their goals (McLeod, 2013).

Kimble Module 12 4

Neil Fleming, an educator from New Zealand, created the VARK model, which is simply

the VAK with the addition of a reading/writing learning style. The addition of reading/writing

adds depth to the visual modality. This is important because while reading and writing are forms

of visual learning, they are different than symbolic forms such as maps and charts. Flemings

VARK is used, like a traditional VAK test, to determine a learners preferred method of learning.

As with other learning models, the test outcome is not the only way a student learns, but rather

learning takes place using all four areas of VARK. It is important to make sure that VARK,

along with all other learning models, is used to create a conversation about learning styles, not to

group students or define how all education should take place (Fleming, 2006).

My results and their implications.

My VAK score was V=9, A=3, and K=18. My scores show I have a very strong

preference toward the kinesthetic learning style. My scores also show me that I do not learn well

auditorily, or simply stated, by listening. I would agree that my scores are valid, though I am

somewhat surprised by the extreme variance in scores. The reason I agree is because the

kinesthetic style is a style in which an individual learns best through hands-on experience. I

know that in my own personal experience, once I do something a few times I am able to do it; for

example, learning how to lay out a stair stringer. If I listen to someone tell me how to do it, I am

lost. If I watch someone do it, it makes sense but I quickly forget. If I watch someone lay out a

stair stringer, then lay one out myself, I will learn the skill. Sometimes I have to do the task a

few times to truly master it, but the only way I can learn it is by doing. One part of the results

that did surprise me was the extreme gap between my scores. I know that I learn best

kinesthetically, but I thought I also learned through visual means. It was a surprise to see that
Kimble Module 12 5

big of a gap between scores. Taking into consideration that the vast majority of classes I have

taken, from grade school through my undergrad, have been taught through lecture, I was

extremely surprised to see how low my auditory score was. Upon further reflection, the fact that

I have always had trouble comprehending in the traditional lecture setting supports the findings

of the VAK. The only disagreement I have with the assessment is the fact that some of the

answers were not really appropriate answers that I would use, thus resulting in choosing one that

I feel is the closest. There is a slight possibility that this could cause a slight exaggeration in

scores, which makes me wonder if perhaps a longer, or more tailored test would be appropriate

to get a truer reading (Chapman, 2016).

The results of this test will have some impact upon my role as an educator. The

kinesthetic learning style is also apparent in my teaching style. I prefer to demonstrate and allow

students to perform the required task instead of trying to teach it in front of a classroom. I often

find myself saying, here let me show you, when a student asks a question. Some things I teach

warrant being taught in the classroom, but the majority of the skills taught through my program

require students to produce a product or demonstrate a skillset. Now that I know and can

properly identify the style I am using, I can find ways to incorporate attributes of the other two

learning styles into my classroom, in order to adequately educate my students and prepare them

for a career (Chapman, 2016).

As an educator I can see definite advantages to administering this test to students. By

identifying a students particular learning style, it could make it possible to provide extra help to

struggling students in a way they can easily comprehend. The knowledge of a students learning

style could also be used to pair students to ensure they learn; for example, if two students share

the auditory learning style and one understands a concept, perhaps he would be better equipped
Kimble Module 12 6

to help the other student who is struggling. With all the advantages of the VAK, it is still

important to remember it is not the end-all-be-all of education. Just like with every other

educational theory, it has its time and place. The best use for the VAK is to get an understanding

of your students and how you can reach them. It isnt going to make them desire to learn, it isnt

going to make the skills easier, but maybe, just maybe, it will help you help them and find that

spark that ignites their interest and enables them to truly learn.
Kimble Module 12 7

References

Chapman, A. (2016). VAK learning styles test.

http://www.businessballs.com/vaklearningstylestest.htm#standard-copyright

Fleming, N., and Baume, D. (2006) Learning Styles Again: VARKing up the right tree!,

Educational Developments, SEDA Ltd, 7.4, Nov. 2006, 4-7.

Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2015). The adult learner: The definitive

classic in adult education and human resource development (8th ed.). Burlington, MA:

Routledge.

McLeod, S. A. (2013). Kolb - Learning Styles. www.simplypsychology.org/learning-kolb.html