WEBVTT

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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

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the researchers also provided some

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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

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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

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picture-based

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lesson on electronics when a student

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hovered their mouse over keywords in the

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lesson

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in the text-based group a definition and

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clarification came up

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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

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mismatched the researchers ran the test

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again with

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61 non-college-educated adults and found

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exactly the same result

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but learning styles are a preference so

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how strongly do learners stick to their

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preference

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well in a 2018 study during the first

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week of semester

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over 400 students at a university in

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indiana completed the varc

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questionnaire and they were classified

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according to their learning style

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then at the end of the semester the same

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students completed a study strategy

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questionnaire

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so how did they actually study during

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the term well an overwhelming majority

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of students

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used study strategies which were

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supposedly incompatible with their

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learning style

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and the minority of students who did did

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not perform significantly differently

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on the assessments in the course the

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visual auditory reading writing

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kinesthetic or

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vark model came about from neil fleming

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a school inspector in new zealand

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describing the origins of arc he says i

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was puzzled when i observed excellent

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teachers who did not reach some learners

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and poor teachers who did i decided to

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try to solve this puzzle

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there are of course many reasons for

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what i observed

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but one topic that seemed to hold some

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magic

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some explanatory power was preferred

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modes of learning

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modal preferences and thus vark was born

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there was no study that revealed

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students naturally cluster into four

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distinct groups

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just some magic that might explain why

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some teachers can reach students while

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others can't

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but how can this be if we accept that

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some people

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are more skilled at interpreting and

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remembering certain kinds of stimuli

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than others

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like visual or auditory then why don't

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we see differences in learning or recall

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with

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different presentations well it's

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because what we actually want people to

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recall

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is not the precise nature of the images

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or the pitch or quality of the sound

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it's the meaning behind the

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presentations there are some tasks that

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obviously require the use of a

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particular modality

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learning about music for example should

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have an auditory component

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similarly learning about geography will

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involve looking at maps

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and some people will have greater

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aptitude to learn one task over another

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someone with perfect pitch for example

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will be better able to recall certain

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tones in music

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someone with excellent visual spatial

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reasoning will be better at learning the

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locations of countries on a map

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but the claim of learning style theories

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is that these preferences will be

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consistent across

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learning domains the person with perfect

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pitch

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should learn everything better

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auditorily but that is clearly not the

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case

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most people will learn geography better

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with a map review articles of learning

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styles consistently conclude

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there is no credible evidence that

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learning styles exist

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in a 2009 review the researchers note

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the contrast between the enormous

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popularity of the learning styles

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approach within education

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and the lack of credible evidence for

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its utility is

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in our opinion striking and disturbing

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if classification of students learning

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styles has practical utility

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it remains to be demonstrated what we're

00:10:02.958 --> 00:10:06.319
expecting is

00:10:04.159 --> 00:10:08.159
if your style was honored you're going

00:10:06.320 --> 00:10:09.920
to perform better than if

00:10:08.159 --> 00:10:12.319
you had some experience that conflicted

00:10:09.919 --> 00:10:13.759
with your style and this is where

00:10:12.320 --> 00:10:15.600
we don't see any support for the

00:10:13.759 --> 00:10:17.120
learning styles theory

00:10:15.600 --> 00:10:18.879
one of the reasons many people find

00:10:17.120 --> 00:10:20.959
learning styles so convincing

00:10:18.879 --> 00:10:22.320
is because they already believe it to be

00:10:20.958 --> 00:10:24.078
true for example

00:10:22.320 --> 00:10:26.000
they may already think that they're a

00:10:24.078 --> 00:10:26.719
visual learner and then when a teacher

00:10:26.000 --> 00:10:29.039
shows them

00:10:26.720 --> 00:10:30.720
a diagram of say a bike pump and

00:10:29.039 --> 00:10:32.719
suddenly the concept clicks

00:10:30.720 --> 00:10:34.399
well they interpret this as evidence for

00:10:32.720 --> 00:10:36.160
their visual learning style if you

00:10:34.399 --> 00:10:36.639
already believe that learning styles is

00:10:36.159 --> 00:10:38.480
right

00:10:36.639 --> 00:10:40.319
when you have an experience the first

00:10:38.480 --> 00:10:42.079
thing you think is is that in some way

00:10:40.320 --> 00:10:43.680
consistent with learning styles

00:10:42.078 --> 00:10:45.919
and if it is you don't think further

00:10:43.679 --> 00:10:47.439
when in reality that diagram might just

00:10:45.919 --> 00:10:47.838
be a great diagram that would have

00:10:47.440 --> 00:10:50.399
helped

00:10:47.839 --> 00:10:52.079
anyone learn when we already believe the

00:10:50.399 --> 00:10:54.639
world to be a certain way

00:10:52.078 --> 00:10:56.319
then we interpret new experiences to fit

00:10:54.639 --> 00:10:56.720
with those beliefs whether they actually

00:10:56.320 --> 00:10:59.839
do

00:10:56.720 --> 00:11:00.959
or not so if learning styles don't

00:10:59.839 --> 00:11:03.120
improve learning

00:11:00.958 --> 00:11:04.399
then what does well there's a large body

00:11:03.120 --> 00:11:04.879
of literature that supports the claim

00:11:04.399 --> 00:11:06.639
that

00:11:04.879 --> 00:11:08.480
everyone learns better with multimodal

00:11:06.639 --> 00:11:09.919
approaches where words and pictures are

00:11:08.480 --> 00:11:11.839
presented together

00:11:09.919 --> 00:11:13.759
rather than either words or pictures

00:11:11.839 --> 00:11:14.880
alone now there's going to be words as

00:11:13.759 --> 00:11:16.958
well as the picture

00:11:14.879 --> 00:11:19.360
we're going to see if this is any better

00:11:16.958 --> 00:11:21.518
this is known as the multimedia effect

00:11:19.360 --> 00:11:23.360
and it explains in part at least why

00:11:21.519 --> 00:11:24.078
videos can be such powerful tools for

00:11:23.360 --> 00:11:25.759
learning

00:11:24.078 --> 00:11:29.838
when the narration complements the

00:11:25.759 --> 00:11:29.838
visuals duck

00:11:31.519 --> 00:11:35.360
in my phd research i found explicit

00:11:33.839 --> 00:11:36.000
discussion of misconceptions was

00:11:35.360 --> 00:11:37.839
essential

00:11:36.000 --> 00:11:39.600
in multimedia teaching for introductory

00:11:37.839 --> 00:11:41.839
physics how many is that

00:11:39.600 --> 00:11:43.360
six six okay that's good that is a whole

00:11:41.839 --> 00:11:45.440
50 percent better

00:11:43.360 --> 00:11:46.560
do you think that was easier that yeah

00:11:45.440 --> 00:11:49.279
yeah

00:11:46.559 --> 00:11:50.479
yeah 100 ultimately the most important

00:11:49.278 --> 00:11:51.919
thing for learning

00:11:50.480 --> 00:11:54.079
is not the way the information is

00:11:51.919 --> 00:11:56.479
presented but what is happening

00:11:54.078 --> 00:11:57.359
inside the learner's head people learn

00:11:56.480 --> 00:11:59.360
best when they're

00:11:57.360 --> 00:12:01.278
actively thinking about the material

00:11:59.360 --> 00:12:02.240
solving problems or imagining what

00:12:01.278 --> 00:12:04.320
happens if

00:12:02.240 --> 00:12:06.480
different variables change i talked

00:12:04.320 --> 00:12:06.959
about how and why we learn best in my

00:12:06.480 --> 00:12:08.879
video

00:12:06.958 --> 00:12:10.399
the science of thinking so check that

00:12:08.879 --> 00:12:12.159
out now the truth is

00:12:10.399 --> 00:12:14.159
there are many evidence-based teaching

00:12:12.159 --> 00:12:17.679
methods that improve learning

00:12:14.159 --> 00:12:20.159
learning styles is just not one of them

00:12:17.679 --> 00:12:21.838
and it is likely given the prevalence of

00:12:20.159 --> 00:12:22.958
the learning styles misconception that

00:12:21.839 --> 00:12:25.040
it actually makes

00:12:22.958 --> 00:12:26.000
learning worse i mean learning styles

00:12:25.039 --> 00:12:27.919
give teachers

00:12:26.000 --> 00:12:30.159
unnecessary things to worry about and

00:12:27.919 --> 00:12:32.479
they may make some students reluctant to

00:12:30.159 --> 00:12:34.319
engage with certain types of instruction

00:12:32.480 --> 00:12:35.920
and all the time and money spent on

00:12:34.320 --> 00:12:37.600
learning styles and related training

00:12:35.919 --> 00:12:38.078
could be better spent on interventions

00:12:37.600 --> 00:12:41.440
that

00:12:38.078 --> 00:12:42.799
actually improve learning you are not a

00:12:41.440 --> 00:12:44.399
visual learner

00:12:42.799 --> 00:12:46.159
nor an auditory learner nor a

00:12:44.399 --> 00:12:48.799
kinesthetic learner or

00:12:46.159 --> 00:12:49.519
more accurately you are all these kinds

00:12:48.799 --> 00:12:52.078
of learner

00:12:49.519 --> 00:12:52.959
in one the best learning experiences are

00:12:52.078 --> 00:12:55.439
those that involve

00:12:52.958 --> 00:12:56.479
multiple different ways of understanding

00:12:55.440 --> 00:12:58.720
the same thing

00:12:56.480 --> 00:13:01.519
and best of all this strategy works not

00:12:58.720 --> 00:13:07.360
just for one subset of people but

00:13:01.519 --> 00:13:08.959
for everyone

00:13:07.360 --> 00:13:10.879
this part of the video was sponsored by

00:13:08.958 --> 00:13:12.799
google search now there are lots of

00:13:10.879 --> 00:13:15.120
topics out there that are controversial

00:13:12.799 --> 00:13:16.000
like learning styles for example most

00:13:15.120 --> 00:13:17.839
people believe

00:13:16.000 --> 00:13:19.200
learning styles are a thing whereas

00:13:17.839 --> 00:13:21.760
educational researchers

00:13:19.200 --> 00:13:23.519
find no robust evidence for them and if

00:13:21.759 --> 00:13:25.519
you search for learning styles

00:13:23.519 --> 00:13:27.440
you'll get lots of sites with resources

00:13:25.519 --> 00:13:29.600
and quizzes but if you search for

00:13:27.440 --> 00:13:31.600
learning styles debunked well then

00:13:29.600 --> 00:13:33.040
you'll find articles about how there is

00:13:31.600 --> 00:13:34.480
very little evidence for the learning

00:13:33.039 --> 00:13:36.639
styles hypothesis

00:13:34.480 --> 00:13:37.759
i think one of the most common traps

00:13:36.639 --> 00:13:39.519
people fall into

00:13:37.759 --> 00:13:41.600
is only searching for information that

00:13:39.519 --> 00:13:43.360
confirms what they already believe

00:13:41.600 --> 00:13:44.800
a common mistake is putting the answer

00:13:43.360 --> 00:13:47.120
you're looking for right

00:13:44.799 --> 00:13:48.078
in the search query a better idea is to

00:13:47.120 --> 00:13:49.919
try another

00:13:48.078 --> 00:13:51.439
search adding debunked or false at the

00:13:49.919 --> 00:13:53.039
end and see what comes up

00:13:51.440 --> 00:13:54.639
and google makes it easy to get more

00:13:53.039 --> 00:13:55.439
detail about the source of the

00:13:54.639 --> 00:13:57.360
information

00:13:55.440 --> 00:13:59.360
just click the three dots next to any

00:13:57.360 --> 00:14:00.720
search result and then you can judge for

00:13:59.360 --> 00:14:02.320
yourself whether the information is

00:14:00.720 --> 00:14:02.720
trustworthy and if you want to visit the

00:14:02.320 --> 00:14:04.560
site

00:14:02.720 --> 00:14:07.199
a google search is meant to surface the

00:14:04.559 --> 00:14:09.518
most relevant information for your query

00:14:07.198 --> 00:14:11.519
but it's up to you to formulate that

00:14:09.519 --> 00:14:13.519
query try a few different searches

00:14:11.519 --> 00:14:15.039
and assess whether the information is

00:14:13.519 --> 00:14:17.120
reliable and the whole point of

00:14:15.039 --> 00:14:18.799
veritasium is to get to the truth

00:14:17.120 --> 00:14:20.959
so i'm excited to encourage everyone to

00:14:18.799 --> 00:14:22.958
think more critically about how we get

00:14:20.958 --> 00:14:24.239
information i want to thank google for

00:14:22.958 --> 00:14:28.399
sponsoring this part of the video

00:14:24.240 --> 00:14:28.399
and i want to thank you for watching