Publication: Visual event-related potential studies supporting the validity of VARK learning styles' visual and read/write learners
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Issued Date
2016-06-01
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ISSN
15221229
10434046
10434046
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2-s2.0-84964840991
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Mahidol University
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SCOPUS
Bibliographic Citation
Advances in Physiology Education. Vol.40, No.2 (2016), 206-212
Suggested Citation
Sarawin Thepsatitporn, Chailerd Pichitpornchai Visual event-related potential studies supporting the validity of VARK learning styles' visual and read/write learners. Advances in Physiology Education. Vol.40, No.2 (2016), 206-212. doi:10.1152/advan.00081.2015 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/43011
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Title
Visual event-related potential studies supporting the validity of VARK learning styles' visual and read/write learners
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Abstract
© 2016 The American Physiological Society. The validity of learning styles needs supports of additional objective evidence. The identification of learning styles using subjective evidence from VARK questionnaires (where V is visual, A is auditory, R is read/write, and K is kinesthetic) combined with objective evidence from visual event-related potential (vERP) studies has never been investigated. It is questionable whether picture superiority effects exist in V learners and R learners. Thus, the present study aimed to investigate whether vERP could show the relationship between vERP components and VARK learning styles and to identify the existence of picture superiority effects in V learners and R learners. Thirty medical students (15 V learners and 15 R learners) performed recognition tasks with vERP and an intermediate-term memory (ITM) test. The results of within-group comparisons showed that pictures elicited larger P200 amplitudes than words at the occipital 2 site (P < 0.05) in V learners and at the occipital 1 and 2 sites (P < 0.05) in R learners. The between-groups comparison showed that P200 amplitudes elicited by pictures in V learners were larger than those of R learners at the parietal 4 site (P < 0.05). The ITM test result showed that a picture set showed distinctively more correct responses than that of a word set for both V learners (P < 0.001) and R learners (P < 0.01). In conclusion, the result indicated that the P200 amplitude at the parietal 4 site could be used to objectively distinguish V learners from R learners. A lateralization existed to the right brain (occipital 2 site) in V learners. The ITM test demonstrated the existence of picture superiority effects in both learners. The results revealed the first objective electrophysiological evidence partially supporting the validity of the subjective psychological VARK questionnaire study.