Analysis of efficiency of perception of information depending on the individual learning style

V. Andrusiak, V. Kravchenko
Taras Shevchenko National University of Kyiv, Kyiv; Taras Shevchenko National University of Kyiv, Kyiv


The paper explored the features of information acquisition by people with different individual learning styles in accordance with the VARK classification (Visual, Auditory, Reading, Kinesthetic), which is popular in the educational field, using a comparative analysis of memorizing the details of fiction and scientific texts, as well as the brain's electrical activity during reading and listening.It is revealed that the way of presenting the text corresponding to the individual learning style does not increase the efficiency of memorizing its details.Audials, better than visuals, learned the content of a fiction text, when it is visually presented. Audials and kinesthetics demonstrated the worst long-term memorization of the details of a fiction text, regardless of how it was processed.

It is shown that, regardless of the dominant learning style, listening to the text is accompanied by a greater cognitive load compared to reading, which was reflected in a generalized increase in spectral power in the theta EEG range. Reading was accompanied by a greater spectral power in the delta range in comparison with listening to texts for representatives of all learning styles, except visuals. In the kinesthetics, the spectral power of the high-frequency beta range of the EEG increased in the left temporo-occipital zones, while reading a fiction fragment, which indicates higher level of psycho-emotional tension in comparison with listening.

The brain mechanism for maintaining attention and working memory during perception of information had specific EEG correlates in subjects
with different individual learning styles, which, however, did not affect the differences in the efficiency of information assimilation by representatives of these groups.


The paper explored the features of information acquisition by people with different individual learning styles in accordance with the VARK classification (Visual, Auditory, Reading, Kinesthetic), which is popular in the educational field, using a comparat

Full Text:



Andrusiak V. Comparative EEG analyses of learning effectiveness using paper books, e-books and audio books Andrusiak V., Kravchenko V. // Vysnik of Taras Shevchenko National University of Kyiv.– 2017. – Vol.2. – 74. – P. 39-46.

Fleming N. How Do I Learn Best? A student's guide to improved learning / N. Fleming, C.Bonwell. – 2013. – P. 2-20.

Fleming N.D. VARK. A Guide to Learning Styles 2009; Available from:

Newton, P. Evidence-Based Higher Education – Is the Learning Styles 'Myth' Important? / Newton, P. M., Miah, M. // Frontiers in Psychology. – 2017. V.8, P.444.

Thepsatitporn, S. Visual event-related potential studies supporting the validity of VARK learning styles' visual and read/write learners / Thepsatitporn, S., Pichitpornchai, C. // Advances in Physiology Education. – 2016. V.40. Issue 2, P.206–212.

KnyazevG. Motivation, emotion, and their inhibitory control mirrored in brain oscillations /Gennady G. Knyazev// Neuroscience and Biobehavioral Reviews.-2007.-Vol.31.-P.377–395.

Scharinger C. Pupil Dilation and EEG Alpha Frequency Band Power Reveal Load on Executive Functions for Link-Selection Processes during Text Reading/ Scharinger C, Kammerer Y, Gerjets P.// Academic Journal PLoS ONE.-2015.- Vol.10.-Issue 6.-P.1.

Amin H. Human memory retention and recall processes: a review of EEG and fMRI studies / Amin H., Malik A.S. // Neurosciences. 2013. – Vol.18. – Issue 4. – P.330–344.

Cavanagh J.F. Frontal theta as a mechanism for cognitive control / Cavanagh J.F., Frank M.J. // Trends Cogn. Sci. – 2014. – Vol.18. – Issue 8. – P.414–421.

Dekker, S. Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers / Dekker, S., Lee, N. C., Howard-Jones, P., Jolles, J. // Frontiers in Psychology. -2012. – Vol. 3.

Husmann P. R. Another Nail in the Coffin for Learning Styles? Disparities among Undergraduate Anatomy Students' Study Strategies, Class Performance, and Reported VARK Learning Styles' / Husmann P. R., O'Loughlin V. D. ', Anatomical Sciences Education. – 2019. -Vol.12. – Issue 1. – P. 6–19.

Angelidis, A.Do not look away! Spontaneous frontal EEG theta/beta ratio as a marker for cognitive control over attention to mild and high threat /Angelidis, A., Hagenaars, M., van Son, D., van der Does, W., Putman, P. // Biological Psychology. – 2018. -Vol.135, P. 8–17.

Toscani, M. Alpha waves: a neural signature of visual suppression / Toscani, M., Marzi, T., Righi, S., Viggiano, M. P., & Baldassi, S. // Experimental Brain Research, 2010. – Vol.207. – Issue 3–4, P. 213–219.

Received: 13.05.2019

Revised: 14.06.2019

Accepted & Published: 14.06.2019



  • There are currently no refbacks.

Лицензия Creative Commons
This journal is available according to the Creative Commons License «Attribution» («Атрибуція») 4.0 Global (CC-BY).