Next Article in Journal
Mobile Learning—Trends and Practices
Previous Article in Journal
Connecting Local to Global: A Case Study of Public Engagement
Article Menu

Export Article

Open AccessArticle
Educ. Sci. 2019, 9(1), 32;

Matching Instruction with Modality-Specific Learning Style: Effects on Immediate Recall and Working Memory Performance

Department of Psychology, Norwegian University of Science and Technology, NTNU, 7491 Trondheim, Norway
Department of Physical Education and Sport Science, Nord University, Postboks 93, 7601 Levanger, Norway
Author to whom correspondence should be addressed.
Received: 11 January 2019 / Revised: 27 January 2019 / Accepted: 30 January 2019 / Published: 1 February 2019
Full-Text   |   PDF [411 KB, uploaded 7 February 2019]   |  


A well-known hypothesis in education and amongst the general public is that matching instructional method with an individual’s modality-specific learning style improves learning and cognitive performance. Several critical reviews in the past decade, however, have shown that the hypothesis has not been properly evaluated with appropriate methodology. Furthermore, the association between learning style and other cognitive abilities such as working memory has not been examined. Thus, the aim of the current study was to examine the association between modality-specific learning style, immediate recall, and working memory performance. University students with visual or auditory learning styles were randomly assigned to one of two instructional methods and then given a multiple-choice recall test. In addition, the participants completed working memory tasks with visual or auditory presentation. The results failed to support the matching hypothesis or any association between modality-specific learning style and working memory. View Full-Text
Keywords: learning style; modality; recall; working memory learning style; modality; recall; working memory

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

Share & Cite This Article

MDPI and ACS Style

Aslaksen, K.; Lorås, H. Matching Instruction with Modality-Specific Learning Style: Effects on Immediate Recall and Working Memory Performance. Educ. Sci. 2019, 9, 32.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics



[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top