VAK Learning Styles Model

The VAK learning styles model is a simple way to explain and understand various learning styles. The VAK Learning Styles Model categorizes individuals into three primary learning styles based on their preferred mode of processing information. Each style has distinct characteristics and preferences for how they learn best. These styles are visual learners, auditory learners, and kinesthetic learners.

Table of Contents

Understanding the VAK learning styles model

The VAK learning styles model was developed by child psychologists such as Fernald, Keller, Orton, Gillingham, and Montessori beginning in the 1920s.

The model suggests every person’s learning style is a combination of auditory, visual, and kinesthetic (tactile) stimuli.

No single style is the better than the rest, with each individual incorporating multiple stimuli depending on their strengths, learning preferences, and the situation at hand.

However, the model does acknowledge that in general, learners gravitate toward a single and dominant style over time.

Classical thinking also suggests predominant learning styles change as the individual grows older.

During pre-school and early primary school, learning occurs via kinesthetic stimuli. In middle school, the style is more visual.

In high school, university, and adulthood, information is presented using auditory means.

The VAK learning styles model provides a simple framework for assessing someone’s preferred learning style.

Using this information, learning methods and experiences can be designed and tailored to the particular needs of the individual.

The three stimuli of the VAK learning styles model

Element	Description	Analysis	Implications	Benefits	Challenges	Use Cases	Examples
Visual Learners	Visual learners prefer to process information through visual aids like charts, diagrams, and images. They rely on seeing information to understand and remember it.	Visual learners benefit from visual stimuli and tend to be better at recalling information presented in a visual format.	Presenting information visually can enhance their comprehension and retention of material.	Improved understanding and retention of visual information.	Limited effectiveness with purely auditory or kinesthetic teaching.	Creating visual presentations, using diagrams in lectures.	Using infographics to convey complex data.
Auditory Learners	Auditory learners learn best through listening and verbal communication. They grasp concepts by hearing explanations, discussions, and lectures.	Auditory learners thrive in auditory learning environments and excel in tasks requiring active listening and discussion.	Providing verbal explanations, discussions, and lectures can optimize their learning experience.	Enhanced comprehension through verbal communication.	Difficulty with purely visual or kinesthetic learning methods.	Classroom lectures, group discussions.	A teacher explaining a complex concept through spoken word.
Kinesthetic Learners	Kinesthetic learners learn by doing and experiencing. They prefer hands-on activities and physical engagement to understand and retain information.	Kinesthetic learners benefit from interactive experiences and learn best when they can apply concepts practically.	Incorporating hands-on activities and interactive experiences can engage them more effectively in the learning process.	Active participation and practical application of knowledge.	Challenges in passive learning environments.	Hands-on experiments, interactive workshops.	A science teacher conducting a lab experiment.

Here is a look at the three learning styles and how they assist in learning:

Auditory

These learners are the sort of people who talk to themselves by moving their lips and reading out loud.

With a preference for sound, they may have difficulty learning by reading or writing.

Instructors can cater to this learner by following the old adage of “tell them what they are going to learn, teach them, and then tell them what they have learned.”

Auditory activities such as brainstorming, buzz groups, and quizzes can also be used.

Visual

For visual learners there exists two sub-categories – linguistic and spatial.

Visual-linguistic learners prefer reading and writing tasks and can memorise written information readily.

Visual-spatial learners have difficulty with written words, instead preferring videos, charts, live demonstrations, and other visual cues.

Learning for these types is facilitated by the individual visualising faces and places and concocting stories with their vivid imaginations.

Kinesthetic

These learners perform best when touching and moving.

Here, there are also two sub-categories: kinesthetic (movement) and tactile (touch). Kinesthetic learning is a little more difficult to describe and cater for.

When attending lectures, these individuals may take notes simply to get their hands moving.

Similar activities that encourage movement are picture drawing, doodling, and the highlighting of important passages.

While reading, they also like to scan the information first before delving into the finer details.

Given their preference for movement, kinesthetic learners also appreciate regular exercise breaks and intermissions.

Younger, more tactile learners can also be helped by offering them props such as coloured pens, play-dough, and soft or brightly-coloured rubber balls.

Drawbacks of Using the VAK Learning Styles Model:

While the VAK Learning Styles Model is widely recognized, it has some limitations and potential drawbacks:

1. Lack of Empirical Support:

There is limited empirical evidence to support the notion that tailoring instruction to specific learning styles significantly improves learning outcomes.

2. Oversimplification:

The model oversimplifies the complexity of learning preferences and the role of multiple sensory modalities in the learning process.

3. Fixed Mindset:

It may inadvertently promote a fixed mindset, suggesting that individuals have static learning styles rather than adaptable learning strategies.

4. Limited Focus:

The model primarily addresses how information is presented rather than considering other factors like motivation, prior knowledge, and context.

5. Educational Practices:

Overemphasis on learning styles could lead to the misallocation of resources in educational settings, focusing on the delivery method rather than the content and pedagogy.

When to Use the VAK Learning Styles Model:

The VAK Learning Styles Model can be considered in various educational and training scenarios:

1. Diverse Learners:

Use the model to understand and accommodate diverse learners with varying sensory preferences.

2. Personalized Learning:

Consider learning styles when designing personalized learning experiences, acknowledging that learners may have different preferences.

3. Teaching Strategies:

Incorporate elements of the model into teaching strategies, recognizing that some students may benefit from a visual, auditory, or kinesthetic approach.

4. Training and Development:

Consider learning styles when designing training programs, recognizing that employees may have different preferences for how they learn best.

How to Use the VAK Learning Styles Model:

Implementing the VAK Learning Styles Model effectively involves several key steps:

1. Identify Learning Preferences:

Assess learners’ preferences for visual, auditory, or kinesthetic learning through surveys, observations, or self-assessment.

2. Diversify Instruction:

Offer a variety of instructional methods and materials to cater to different learning styles within a classroom or training program.

3. Encourage Self-Awareness:

Encourage learners to reflect on their own learning preferences and adapt their study strategies accordingly.

4. Flexibility in Teaching:

As an educator, be flexible and willing to adjust teaching methods based on feedback and individual needs.

5. Promote Metacognition:

Teach learners metacognitive skills so that they can choose the most effective learning strategies for themselves.

What to Expect from Implementing the VAK Learning Styles Model:

Implementing the VAK Learning Styles Model can lead to several outcomes and benefits:

1. Enhanced Engagement:

Tailoring instruction to match learning preferences can lead to increased learner engagement.

2. Varied Learning Experiences:

A diverse range of instructional methods can provide learners with varied and enriched learning experiences.

3. Improved Self-Regulation:

Learners who understand their preferences can become more self-regulated, adapting their learning strategies as needed.

4. Better Communication:

Recognizing learning styles can enhance communication between educators, trainers, and learners, promoting a better understanding of individual needs.

5. Personalized Learning:

The model can contribute to personalized learning, helping individuals find their most effective learning strategies.

6. Improved Learning Outcomes:

While not guaranteed, tailoring instruction to learning styles may lead to improved learning outcomes for some individuals.

In conclusion, the VAK Learning Styles Model offers a framework for understanding and accommodating diverse learning preferences.

While it has its drawbacks and complexities, considering learning styles in educational and training contexts can enhance engagement, provide varied learning experiences, and promote self-regulated learning.

By following the steps outlined in the model and recognizing its potential benefits and drawbacks, educators, trainers, and learners can leverage the VAK Learning Styles Model to create more effective and personalized learning experiences.

Case Studies

1. Primary School Teaching Methods:

Visual Learners: Elementary teachers use colorful charts, diagrams, and educational posters to help visual learners understand concepts like math, science, and language arts.
Auditory Learners: Teachers incorporate storytelling, group discussions, and interactive reading sessions to engage auditory learners.
Kinesthetic Learners: Hands-on activities, such as building models, conducting science experiments, and interactive games, cater to the kinesthetic learning style.

2. Language Learning Programs:

Visual Learners: Language apps and courses include visual aids like flashcards, images, and videos to assist visual learners in associating words with images and contexts.
Auditory Learners: Language learners benefit from listening to native speakers, engaging in pronunciation exercises, and participating in conversation practice with others.
Kinesthetic Learners: Language programs may integrate physical activities like role-playing, charades, and gestures to enhance vocabulary retention for kinesthetic learners.

3. Employee Training in Corporations:

Visual Learners: Training modules include infographics, flowcharts, and PowerPoint presentations to appeal to visual learners during onboarding and skill development.
Auditory Learners: Webinars, audio recordings, and virtual meetings offer auditory learners opportunities for active engagement and learning.
Kinesthetic Learners: Interactive simulations, scenario-based exercises, and group activities encourage hands-on participation for kinesthetic learners during employee training.

4. Art and Design Education:

Visual Learners: Art and design students benefit from visual demonstrations, art exhibitions, and the study of various visual art forms and styles.
Auditory Learners: Art history courses involve discussing the historical and cultural context of art movements and artists, catering to auditory learners.
Kinesthetic Learners: Hands-on studio sessions, where students create their own artwork, offer a kinesthetic approach to learning art and design.

5. Medical Training and Simulation:

Visual Learners: Medical students use anatomical charts, 3D models, and radiological images to visually understand the human body’s structure and function.
Auditory Learners: Lectures, medical podcasts, and discussions among peers provide auditory learners with opportunities to absorb medical knowledge.
Kinesthetic Learners: Medical training often involves practicing clinical skills on medical mannequins, conducting physical examinations, and performing surgical simulations to cater to kinesthetic learners.

6. Sports Coaching and Training:

Visual Learners: Coaches use video analysis and visual feedback to help athletes improve their techniques and strategies.
Auditory Learners: Team meetings and verbal instructions are crucial for auditory learners to understand game plans and strategies.
Kinesthetic Learners: Drills, physical practices, and repetitive exercises allow kinesthetic learners, such as athletes, to develop muscle memory and refine their skills.

7. Science Education and Labs:

Visual Learners: Science classes incorporate visual aids like diagrams, microscope slides, and chemical reactions to help students grasp scientific concepts.
Auditory Learners: Lectures, science discussions, and podcasts about scientific breakthroughs engage auditory learners.
Kinesthetic Learners: Laboratory experiments and hands-on activities provide kinesthetic learners with opportunities to apply scientific theories and principles.

Key takeaways

The VAK learning styles model is a simple way to explain and understand various learning styles. It was developed by several child psychologists in the 1920s.
The VAK learning styles model provides a simple framework for assessing someone’s preferred way of learning. Using these insights, tailored learning experiences can be designed to maximise information retention.
The VAK learning styles model is based on three categories of stimuli: auditory, visual, and kinesthetic. One individual can exhibit a preference for any style depending on the context. However, most people tend to gravitate to one dominant style over time.

Key Highlights

VAK Learning Styles Model: The VAK learning styles model was developed by child psychologists including Fernald, Keller, Orton, Gillingham, and Montessori in the 1920s. It suggests that each individual’s learning style is a combination of three stimuli: auditory, visual, and kinesthetic (tactile).
Individual Learning Styles: The model emphasizes that there is no single “best” learning style, and individuals incorporate various stimuli based on their strengths, preferences, and the situation. However, over time, learners tend to gravitate toward a dominant learning style.
Changes in Learning Styles: The model suggests that predominant learning styles may change as an individual grows older. In early stages, kinesthetic stimuli are prominent, while visual learning becomes more prevalent in middle school and auditory learning in high school, university, and adulthood.
Tailored Learning Experiences: The VAK learning styles model provides a framework to assess an individual’s preferred learning style. This insight enables educators to design and tailor learning methods and experiences to cater to the individual’s needs.
Auditory Learning Style: Auditory learners prefer sound and may read aloud or talk to themselves. They benefit from spoken explanations, lectures, and activities like brainstorming, group discussions, and quizzes.
Visual Learning Style: Visual learners can be divided into two sub-categories: visual-linguistic and visual-spatial. Visual-linguistic learners excel in reading and writing tasks, while visual-spatial learners prefer visual cues like videos, charts, and demonstrations.
Kinesthetic Learning Style: Kinesthetic learners excel when they can touch and move. This category also includes two sub-categories: kinesthetic (movement) and tactile (touch). Kinesthetic learners benefit from activities involving movement, like drawing, highlighting, and regular exercise breaks.
Tailoring Learning Experiences: The model underscores the importance of adapting teaching methods to suit an individual’s dominant learning style. By doing so, educators can optimize information retention and the learning experience.
Contextual Preference: Individuals may exhibit a preference for different learning styles depending on the context. The VAK model acknowledges this flexibility while highlighting the idea of a dominant style over time.

Related Frameworks	Description	When to Apply
VAK Learning Styles Model	The VAK Learning Styles Model categorizes learners into three primary styles: Visual, Auditory, and Kinesthetic. Visual learners prefer visual aids like diagrams and charts, auditory learners prefer verbal explanations and lectures, while kinesthetic learners learn best through hands-on activities and physical experiences.	When designing educational programs or training materials to cater to diverse learning preferences, tailoring teaching methods and delivery modes to individual learners, or fostering engagement and retention by presenting information in formats that resonate with learners’ preferred styles.
Kolb’s Experiential Learning Theory	Kolb’s Experiential Learning Theory proposes that learning is a cyclical process involving four stages: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. Learners engage in these stages sequentially, gaining new knowledge and skills through hands-on experience and reflection.	When designing learning experiences that emphasize practical application and reflection, structuring educational activities to encourage active experimentation, or fostering holistic learning by integrating multiple learning modes and feedback loops throughout the learning process.
Gardner’s Theory of Multiple Intelligences	Gardner’s Theory of Multiple Intelligences proposes that intelligence is not solely defined by cognitive abilities measured by traditional IQ tests but encompasses a broader spectrum of abilities, including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic intelligences.	When designing instructional strategies that accommodate diverse learner strengths and talents, fostering personalized learning experiences tailored to individual intelligences, or promoting self-awareness and appreciation for varied forms of intelligence among learners.
Honey and Mumford’s Learning Styles	Honey and Mumford’s Learning Styles model builds upon Kolb’s theory and identifies four learning styles: Activist, Reflector, Theorist, and Pragmatist. Each style reflects different preferences for engaging with new information and experiences, with implications for how individuals approach learning and problem-solving tasks.	When facilitating training sessions or workshops that encourage active participation and reflection, adapting instructional methods to accommodate different learning styles, or promoting self-awareness and metacognitive strategies to enhance learning effectiveness and personal development.
Bloom’s Taxonomy	Bloom’s Taxonomy is a hierarchical framework that categorizes learning objectives into six levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. It provides a structured approach to designing educational objectives and assessments that target different levels of cognitive complexity.	When designing curriculum or learning objectives that promote higher-order thinking skills, developing assessment tasks that align with specific cognitive levels, or structuring learning activities to scaffold progression through cognitive stages for deeper learning and mastery.
Constructivism	Constructivism is a learning theory that emphasizes the active construction of knowledge through meaningful experiences and social interactions. Learners actively engage with new information, make connections to prior knowledge, and construct their understanding of the world based on their interpretations and experiences.	When designing learning environments that promote active engagement and knowledge construction, fostering collaborative learning and peer interaction, or providing authentic tasks and real-world contexts to support meaningful learning and conceptual understanding.
Andragogy (Adult Learning Theory)	Andragogy, also known as adult learning theory, emphasizes the unique characteristics and needs of adult learners. It suggests that adults are self-directed, have accumulated life experiences, and prefer learning that is relevant, problem-centered, and immediately applicable to their personal and professional lives.	When designing training programs or educational activities for adult learners, respecting learners’ autonomy and prior experiences, providing opportunities for self-directed learning, or integrating real-world examples and practical applications to enhance relevance and engagement.
Zone of Proximal Development (ZPD)	The Zone of Proximal Development (ZPD), proposed by Lev Vygotsky, refers to the difference between what a learner can achieve independently and what they can achieve with the guidance and support of a more knowledgeable other. It highlights the importance of scaffolding and social interaction in facilitating learning and skill development.	When providing instructional support or mentoring to learners, identifying challenges that are appropriately challenging yet achievable with support, or fostering collaborative learning environments where peers and mentors can assist and encourage each other’s learning.
Social Learning Theory	Social Learning Theory, proposed by Albert Bandura, emphasizes the role of social interaction, observation, and modeling in the learning process. It suggests that individuals learn by observing others’ behaviors, attitudes, and outcomes, and that learning is influenced by social context, reinforcement, and self-efficacy beliefs.	When designing learning experiences that leverage social interaction and peer modeling, providing opportunities for observational learning and behavioral modeling, or fostering collaborative environments where learners can learn from each other’s experiences and feedback.
Cognitive Load Theory	Cognitive Load Theory explores how the cognitive load imposed by instructional materials or tasks affects learning outcomes. It distinguishes between intrinsic, extraneous, and germane cognitive load and provides guidelines for designing learning materials that optimize cognitive processing and enhance learning efficiency.	When designing instructional materials or learning activities, minimizing extraneous cognitive load to focus attention on learning goals, providing scaffolding and support to manage intrinsic cognitive load, or fostering effective learning strategies that promote long-term retention and transfer.