This paper provides an overview of the theoretical bases of leading models of learning styles and empirical evidence of their impact on achievement and motivation in post‐16 education and training. We describe the review process, the development of an organizing framework to understand the field, presented in a continuum of families of learning styles, and a summary of our assessments of 13 influential models of learning styles. We conclude with a discussion of the place of learning styles within new frameworks for understanding thinking and learning.
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