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this video is about learning styles what

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kind of learner are you oh yeah i'm a

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visual person so like accessing things

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yeah i think visual learning

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visual i mean like i remember formulas

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like auditory

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i need to be like interacting with the

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material i like to learn by doing myself

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very hands-on hands-on learner hands-on

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so like if i have a model

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i'd like to look at that and look it

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over part of this video was sponsored by

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google search

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there is this idea in education that

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everyone has their own preferred way of

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learning their so-called

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learning style if information is

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presented in accordance with the

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learning style

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well then they'll learn better now there

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are dozens of different learning style

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theories

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but the most common one identifies four

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main learning styles

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visual auditory reading writing and

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kinesthetic

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or vark for short visual learners learn

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best from images demonstrations and

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pictures

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people may say things but i can't really

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like take it in i just gotta see them

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act it out or write it or something

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auditory learners learn best from

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listening to an explanation

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like in school i was always engaged in a

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lecture

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and that was usually good enough to pass

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a test reading writing learners learn

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best from reading and writing

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like i can get pretty much anything out

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of reading a textbook or something

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and kinesthetic learners learn best by

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doing physically interacting with the

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world

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hands-on you have to touch things you

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have to play with things

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uh you know yeah it's a contact sport

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you have to do it yourself

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i want to try something with you a

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little experiment i want to show you 10

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pictures of things

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and i don't want you to say anything

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while you're looking at them and at the

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end of the 10

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you tell me how many you can remember

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okay okay okay

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okay now learning styles make

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intuitive sense because we know everyone

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is different

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some people have better spatial

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reasoning others have better

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listening comprehension we know some

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people are better readers while others

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are good with their hands it's sort of

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very much fits with

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um a broad strain of thought in sort of

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what the

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recent western tradition is like we're

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all unique we're all different and so

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you don't want to say like everybody

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learns the same way that sort of

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conflicts with

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our feelings about what it means to be

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human so

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doesn't it make sense that people should

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learn better in their own preferred

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learning style

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well teachers certainly seem to think so

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a survey of nearly 400 teachers from the

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uk and the netherlands found that

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over 90 percent believed that

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individuals learn better when they

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receive

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information in their preferred learning

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style just like every professor has a

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different style of teaching

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you have a different style of learning

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but when his teacher starts using

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visuals

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jonathan finds it easier to focus and

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understand the material so he might be

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a visual learner can you tell me what

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that means to you like what does it mean

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to be a visual learner

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to me it means that for me to learn

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something sometimes i need to draw it

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or i need to write it down or i need to

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see a picture

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or a movie for example science classes i

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get bored easily just listening and i

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think it

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it's more interesting for me to actually

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be able to do it how do you know that

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you're a visual learner i don't

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i just assume to take advantage of

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learning styles then teachers

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need to do two things first identify the

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learning style of each of their students

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and second teach each student in

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accordance with their learning style

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on the varc website it says once you

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know about vark

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its power to explain things will be a

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revelation

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but before you take an online learning

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styles quiz it's a good idea to ask

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do learning styles even exist i mean do

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you have one

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and if you're taught in accordance with

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it would you learn better

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well you could test this by running a

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randomized control trial

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where first you would identify learners

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with at least two different learning

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styles

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say visual and auditory and then

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randomly assign the learners to one of

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two educational presentations

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one visual one auditory so for half of

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the students the experience will match

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their learning style

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and for the other half it won't and then

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you give everyone the same test

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if the learning style hypothesis is

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correct the results should show

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better performance when the presentation

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matches the learning style

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than when they're mismatched i tried a

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very unscientific version of this

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experiment on the street

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for some people i matched their learning

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style so i showed

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visual learners pictures of 10 items

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but for other visual learners i read out

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the items instead

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bell penguin

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sun okay i'm maxed out how many can you

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remember i don't know

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hair uh knife duck

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heart uh butterfly

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apple bicycle guitar

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there's a spider did i say eye already

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trumpet pear butterfly knife knife

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boat heart knife heart i couldn't tell

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you the rest that's all i got

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most people could remember only about

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five or six

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things yeah six yeah this is not bad all

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right six

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six out of ten which is not bad right oh

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all right pass and score

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handle but a few

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could remember substantially more say

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eight or nine items

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bug i don't know if i said bug guitar

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bike eye

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bell spoon sun chair i'm forgetting the

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last two

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that's pretty good eight is really good

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oh cool nine nine out of ten

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nine very impressive but the reason

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didn't seem to be because the

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presentation matched their preferred

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learning style

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but because they employed a memory

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strategy

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so like as you were showing i was like

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making an order in my head

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so as i saw more i would just add it to

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the list and i was repeating the list as

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i was looking at them

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so i could just say it out loud did you

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try a strategy while you were

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looking at those pictures yeah so i

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guess uh

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i tried like creating a story because

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it's easier to remember a story than

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just

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individual objects so i try to like tie

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it all into one story

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this is obviously anecdotal evidence but

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rigorous studies

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like the one i outlined have been

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conducted for example

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one looked at visualizers versus

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verbalizers instead of visual versus

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auditory learners

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the study was computer-based so first

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students learning styles were assessed

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using questions like

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would you rather read a paragraph or see

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a diagram describing an atom

0:06:17.279,0:06:20.799
the researchers also provided some

0:06:19.279,0:06:24.000
challenging explanations with

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two buttons visual help or verbal help

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the visual one played a short animation

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whereas the verbal help

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gave a written explanation from these

0:06:29.918,0:06:32.959
measures combined the researchers

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categorized the students as either

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visualizers or verbalizers and then the

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students were randomly assigned

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to go through a text-based or

0:06:39.360,0:06:42.800
picture-based

0:06:40.319,0:06:44.560
lesson on electronics when a student

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hovered their mouse over keywords in the

0:06:44.560,0:06:47.280
lesson

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in the text-based group a definition and

0:06:47.279,0:06:50.719
clarification came up

0:06:48.639,0:06:52.639
but in the picture group an annotated

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diagram was shown instead

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and after the lesson the students did a

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test to assess their learning

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the students whose preferred learning

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style matched their instruction

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performed no better on the tests than

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those whose instruction was

0:07:04.000,0:07:07.038
mismatched the researchers ran the test

0:07:06.399,0:07:09.839
again with

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61 non-college-educated adults and found

0:07:09.839,0:07:14.318
exactly the same result

0:07:11.680,0:07:16.720
but learning styles are a preference so

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how strongly do learners stick to their

0:07:16.720,0:07:19.599
preference

0:07:17.519,0:07:20.560
well in a 2018 study during the first

0:07:19.598,0:07:22.639
week of semester

0:07:20.560,0:07:24.478
over 400 students at a university in

0:07:22.639,0:07:26.319
indiana completed the varc

0:07:24.478,0:07:27.918
questionnaire and they were classified

0:07:26.319,0:07:29.680
according to their learning style

0:07:27.918,0:07:31.439
then at the end of the semester the same

0:07:29.680,0:07:32.720
students completed a study strategy

0:07:31.439,0:07:34.719
questionnaire

0:07:32.720,0:07:37.199
so how did they actually study during

0:07:34.720,0:07:38.000
the term well an overwhelming majority

0:07:37.199,0:07:39.598
of students

0:07:38.000,0:07:41.519
used study strategies which were

0:07:39.598,0:07:42.399
supposedly incompatible with their

0:07:41.519,0:07:44.639
learning style

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and the minority of students who did did

0:07:44.639,0:07:48.879
not perform significantly differently

0:07:46.560,0:07:50.399
on the assessments in the course the

0:07:48.879,0:07:51.360
visual auditory reading writing

0:07:50.399,0:07:53.839
kinesthetic or

0:07:51.360,0:07:55.840
vark model came about from neil fleming

0:07:53.839,0:07:58.399
a school inspector in new zealand

0:07:55.839,0:08:00.079
describing the origins of arc he says i

0:07:58.399,0:08:02.399
was puzzled when i observed excellent

0:08:00.079,0:08:04.800
teachers who did not reach some learners

0:08:02.399,0:08:06.239
and poor teachers who did i decided to

0:08:04.800,0:08:08.240
try to solve this puzzle

0:08:06.240,0:08:09.360
there are of course many reasons for

0:08:08.240,0:08:11.680
what i observed

0:08:09.360,0:08:12.400
but one topic that seemed to hold some

0:08:11.680,0:08:14.959
magic

0:08:12.399,0:08:16.079
some explanatory power was preferred

0:08:14.959,0:08:20.079
modes of learning

0:08:16.079,0:08:21.918
modal preferences and thus vark was born

0:08:20.079,0:08:23.758
there was no study that revealed

0:08:21.918,0:08:24.878
students naturally cluster into four

0:08:23.759,0:08:26.800
distinct groups

0:08:24.879,0:08:28.560
just some magic that might explain why

0:08:26.800,0:08:29.759
some teachers can reach students while

0:08:28.560,0:08:32.158
others can't

0:08:29.759,0:08:32.800
but how can this be if we accept that

0:08:32.158,0:08:34.240
some people

0:08:32.799,0:08:35.838
are more skilled at interpreting and

0:08:34.240,0:08:36.639
remembering certain kinds of stimuli

0:08:35.839,0:08:39.519
than others

0:08:36.639,0:08:41.838
like visual or auditory then why don't

0:08:39.519,0:08:42.158
we see differences in learning or recall

0:08:41.839,0:08:44.240
with

0:08:42.158,0:08:45.838
different presentations well it's

0:08:44.240,0:08:46.399
because what we actually want people to

0:08:45.839,0:08:48.640
recall

0:08:46.399,0:08:50.879
is not the precise nature of the images

0:08:48.639,0:08:52.159
or the pitch or quality of the sound

0:08:50.879,0:08:54.639
it's the meaning behind the

0:08:52.159,0:08:56.000
presentations there are some tasks that

0:08:54.639,0:08:57.360
obviously require the use of a

0:08:56.000,0:08:59.440
particular modality

0:08:57.360,0:09:01.120
learning about music for example should

0:08:59.440,0:09:03.200
have an auditory component

0:09:01.120,0:09:05.278
similarly learning about geography will

0:09:03.200,0:09:06.879
involve looking at maps

0:09:05.278,0:09:09.120
and some people will have greater

0:09:06.879,0:09:10.958
aptitude to learn one task over another

0:09:09.120,0:09:12.560
someone with perfect pitch for example

0:09:10.958,0:09:13.759
will be better able to recall certain

0:09:12.559,0:09:15.359
tones in music

0:09:13.759,0:09:16.799
someone with excellent visual spatial

0:09:15.360,0:09:18.720
reasoning will be better at learning the

0:09:16.799,0:09:20.639
locations of countries on a map

0:09:18.720,0:09:22.240
but the claim of learning style theories

0:09:20.639,0:09:23.679
is that these preferences will be

0:09:22.240,0:09:26.320
consistent across

0:09:23.679,0:09:26.719
learning domains the person with perfect

0:09:26.320,0:09:28.160
pitch

0:09:26.720,0:09:30.879
should learn everything better

0:09:28.159,0:09:31.679
auditorily but that is clearly not the

0:09:30.879,0:09:33.759
case

0:09:31.679,0:09:37.439
most people will learn geography better

0:09:33.759,0:09:39.278
with a map review articles of learning

0:09:37.440,0:09:41.360
styles consistently conclude

0:09:39.278,0:09:42.879
there is no credible evidence that

0:09:41.360,0:09:45.440
learning styles exist

0:09:42.879,0:09:47.278
in a 2009 review the researchers note

0:09:45.440,0:09:48.959
the contrast between the enormous

0:09:47.278,0:09:50.480
popularity of the learning styles

0:09:48.958,0:09:52.719
approach within education

0:09:50.480,0:09:54.000
and the lack of credible evidence for

0:09:52.720,0:09:57.120
its utility is

0:09:54.000,0:09:58.639
in our opinion striking and disturbing

0:09:57.120,0:10:00.560
if classification of students learning

0:09:58.639,0:10:02.958
styles has practical utility

0:10:00.559,0:10:04.159
it remains to be demonstrated what we're

0:10:02.958,0:10:06.319
expecting is

0:10:04.159,0:10:08.159
if your style was honored you're going

0:10:06.320,0:10:09.920
to perform better than if

0:10:08.159,0:10:12.319
you had some experience that conflicted

0:10:09.919,0:10:13.759
with your style and this is where

0:10:12.320,0:10:15.600
we don't see any support for the

0:10:13.759,0:10:17.120
learning styles theory

0:10:15.600,0:10:18.879
one of the reasons many people find

0:10:17.120,0:10:20.959
learning styles so convincing

0:10:18.879,0:10:22.320
is because they already believe it to be

0:10:20.958,0:10:24.078
true for example

0:10:22.320,0:10:26.000
they may already think that they're a

0:10:24.078,0:10:26.719
visual learner and then when a teacher

0:10:26.000,0:10:29.039
shows them

0:10:26.720,0:10:30.720
a diagram of say a bike pump and

0:10:29.039,0:10:32.719
suddenly the concept clicks

0:10:30.720,0:10:34.399
well they interpret this as evidence for

0:10:32.720,0:10:36.160
their visual learning style if you

0:10:34.399,0:10:36.639
already believe that learning styles is

0:10:36.159,0:10:38.480
right

0:10:36.639,0:10:40.319
when you have an experience the first

0:10:38.480,0:10:42.079
thing you think is is that in some way

0:10:40.320,0:10:43.680
consistent with learning styles

0:10:42.078,0:10:45.919
and if it is you don't think further

0:10:43.679,0:10:47.439
when in reality that diagram might just

0:10:45.919,0:10:47.838
be a great diagram that would have

0:10:47.440,0:10:50.399
helped

0:10:47.839,0:10:52.079
anyone learn when we already believe the

0:10:50.399,0:10:54.639
world to be a certain way

0:10:52.078,0:10:56.319
then we interpret new experiences to fit

0:10:54.639,0:10:56.720
with those beliefs whether they actually

0:10:56.320,0:10:59.839
do

0:10:56.720,0:11:00.959
or not so if learning styles don't

0:10:59.839,0:11:03.120
improve learning

0:11:00.958,0:11:04.399
then what does well there's a large body

0:11:03.120,0:11:04.879
of literature that supports the claim

0:11:04.399,0:11:06.639
that

0:11:04.879,0:11:08.480
everyone learns better with multimodal

0:11:06.639,0:11:09.919
approaches where words and pictures are

0:11:08.480,0:11:11.839
presented together

0:11:09.919,0:11:13.759
rather than either words or pictures

0:11:11.839,0:11:14.880
alone now there's going to be words as

0:11:13.759,0:11:16.958
well as the picture

0:11:14.879,0:11:19.360
we're going to see if this is any better

0:11:16.958,0:11:21.518
this is known as the multimedia effect

0:11:19.360,0:11:23.360
and it explains in part at least why

0:11:21.519,0:11:24.078
videos can be such powerful tools for

0:11:23.360,0:11:25.759
learning

0:11:24.078,0:11:29.838
when the narration complements the

0:11:25.759,0:11:29.838
visuals duck

0:11:31.519,0:11:35.360
in my phd research i found explicit

0:11:33.839,0:11:36.000
discussion of misconceptions was

0:11:35.360,0:11:37.839
essential

0:11:36.000,0:11:39.600
in multimedia teaching for introductory

0:11:37.839,0:11:41.839
physics how many is that

0:11:39.600,0:11:43.360
six six okay that's good that is a whole

0:11:41.839,0:11:45.440
50 percent better

0:11:43.360,0:11:46.560
do you think that was easier that yeah

0:11:45.440,0:11:49.279
yeah

0:11:46.559,0:11:50.479
yeah 100 ultimately the most important

0:11:49.278,0:11:51.919
thing for learning

0:11:50.480,0:11:54.079
is not the way the information is

0:11:51.919,0:11:56.479
presented but what is happening

0:11:54.078,0:11:57.359
inside the learner's head people learn

0:11:56.480,0:11:59.360
best when they're

0:11:57.360,0:12:01.278
actively thinking about the material

0:11:59.360,0:12:02.240
solving problems or imagining what

0:12:01.278,0:12:04.320
happens if

0:12:02.240,0:12:06.480
different variables change i talked

0:12:04.320,0:12:06.959
about how and why we learn best in my

0:12:06.480,0:12:08.879
video

0:12:06.958,0:12:10.399
the science of thinking so check that

0:12:08.879,0:12:12.159
out now the truth is

0:12:10.399,0:12:14.159
there are many evidence-based teaching

0:12:12.159,0:12:17.679
methods that improve learning

0:12:14.159,0:12:20.159
learning styles is just not one of them

0:12:17.679,0:12:21.838
and it is likely given the prevalence of

0:12:20.159,0:12:22.958
the learning styles misconception that

0:12:21.839,0:12:25.040
it actually makes

0:12:22.958,0:12:26.000
learning worse i mean learning styles

0:12:25.039,0:12:27.919
give teachers

0:12:26.000,0:12:30.159
unnecessary things to worry about and

0:12:27.919,0:12:32.479
they may make some students reluctant to

0:12:30.159,0:12:34.319
engage with certain types of instruction

0:12:32.480,0:12:35.920
and all the time and money spent on

0:12:34.320,0:12:37.600
learning styles and related training

0:12:35.919,0:12:38.078
could be better spent on interventions

0:12:37.600,0:12:41.440
that

0:12:38.078,0:12:42.799
actually improve learning you are not a

0:12:41.440,0:12:44.399
visual learner

0:12:42.799,0:12:46.159
nor an auditory learner nor a

0:12:44.399,0:12:48.799
kinesthetic learner or

0:12:46.159,0:12:49.519
more accurately you are all these kinds

0:12:48.799,0:12:52.078
of learner

0:12:49.519,0:12:52.959
in one the best learning experiences are

0:12:52.078,0:12:55.439
those that involve

0:12:52.958,0:12:56.479
multiple different ways of understanding

0:12:55.440,0:12:58.720
the same thing

0:12:56.480,0:13:01.519
and best of all this strategy works not

0:12:58.720,0:13:07.360
just for one subset of people but

0:13:01.519,0:13:08.959
for everyone

0:13:07.360,0:13:10.879
this part of the video was sponsored by

0:13:08.958,0:13:12.799
google search now there are lots of

0:13:10.879,0:13:15.120
topics out there that are controversial

0:13:12.799,0:13:16.000
like learning styles for example most

0:13:15.120,0:13:17.839
people believe

0:13:16.000,0:13:19.200
learning styles are a thing whereas

0:13:17.839,0:13:21.760
educational researchers

0:13:19.200,0:13:23.519
find no robust evidence for them and if

0:13:21.759,0:13:25.519
you search for learning styles

0:13:23.519,0:13:27.440
you'll get lots of sites with resources

0:13:25.519,0:13:29.600
and quizzes but if you search for

0:13:27.440,0:13:31.600
learning styles debunked well then

0:13:29.600,0:13:33.040
you'll find articles about how there is

0:13:31.600,0:13:34.480
very little evidence for the learning

0:13:33.039,0:13:36.639
styles hypothesis

0:13:34.480,0:13:37.759
i think one of the most common traps

0:13:36.639,0:13:39.519
people fall into

0:13:37.759,0:13:41.600
is only searching for information that

0:13:39.519,0:13:43.360
confirms what they already believe

0:13:41.600,0:13:44.800
a common mistake is putting the answer

0:13:43.360,0:13:47.120
you're looking for right

0:13:44.799,0:13:48.078
in the search query a better idea is to

0:13:47.120,0:13:49.919
try another

0:13:48.078,0:13:51.439
search adding debunked or false at the

0:13:49.919,0:13:53.039
end and see what comes up

0:13:51.440,0:13:54.639
and google makes it easy to get more

0:13:53.039,0:13:55.439
detail about the source of the

0:13:54.639,0:13:57.360
information

0:13:55.440,0:13:59.360
just click the three dots next to any

0:13:57.360,0:14:00.720
search result and then you can judge for

0:13:59.360,0:14:02.320
yourself whether the information is

0:14:00.720,0:14:02.720
trustworthy and if you want to visit the

0:14:02.320,0:14:04.560
site

0:14:02.720,0:14:07.199
a google search is meant to surface the

0:14:04.559,0:14:09.518
most relevant information for your query

0:14:07.198,0:14:11.519
but it's up to you to formulate that

0:14:09.519,0:14:13.519
query try a few different searches

0:14:11.519,0:14:15.039
and assess whether the information is

0:14:13.519,0:14:17.120
reliable and the whole point of

0:14:15.039,0:14:18.799
veritasium is to get to the truth

0:14:17.120,0:14:20.959
so i'm excited to encourage everyone to

0:14:18.799,0:14:22.958
think more critically about how we get

0:14:20.958,0:14:24.239
information i want to thank google for

0:14:22.958,0:14:28.399
sponsoring this part of the video

0:14:24.240,0:14:28.399
and i want to thank you for watching