kinesthetic sensory learning
226901291
Influence of sensory learning styles on study among medical undergraduates in Shanghai
Objective To survey on influence of sensory learning styles on academic motivation, learning attitudes, academic performance and its expectation among medical undergraduates in Shanghai. Methods Using comprehensive questionnaires including VARK(Visual, Aural, Read/Write, Kinesthetic questionnaire) and simple learning motivation scale, the 2791 medical undergraduates in two universities in Shanghai were surveyed on with the inclined quantities, degrees and distribution of sensory learning styles, academic motivation, learning attitudes, academic performance and its expectation. Results It showed statistical significance in the inclined quantities of sensory learning styles among undergraduates with different academic performance (kh2=24.492, P=0.002) the "excellence" percentage of those with single inclination was the highest, which were respectively 44.2% (179/405) but the "poor" percentage of those with four inclinations was the highest, which was 31.6% (92/291) It showed statistical significance in the inclined degrees of sensory learning styles among undergraduates with different self appraised learning attitudes, academic performance and its expectation (kh2=28.055, 22.090, 31.891, P=0.001, 0.009, 0.001) the "poor performance" percentage of those with multiple inclinations was the highest, which was 63.6% (185/291) It showed statistical significance in the distribution of sensory learning styles among undergraduates with different academic motivation and self appraised learning attitudes (kh2=24.461, 32.917, P=0.002, 0.001) The percentage of "strong" academic motivation was the highest in those with single read and write type, which was 16.0%(63/393) Conclusions The sensory learning styles among medical undergraduates in Shanghai are different from others and closely related with study circumstance. It is suggested that the study motivation of medical students should be advanced considering their distribution of sensory learning styles. Key words: Shanghai; Medical students; Sensory learning styles; Study
Juan Juan Lu Bin Liu
150757384
The Students' Sensory Learning Style in Learning ESP at The Tenth Grade of SMK Batik 1 Surakarta in 2017/2018 Academic Year
The study is aims to describe the students' sensory learning style at the tenth grade of SMK Batik 1 Surakarta. The type of this study is principally descriptive. The method of collecting the data is giving questionnaire and interview. The questionnaire consists of open questionnaire and close questionnaire. The questionnaires are given to the tenth grade of Office Administration 1 3 SMK N Batik 1 Surakarta. The data are the information about students' sensory learning styles used by the students in SMK Batik 1 Surakarta. Technique for analyzing the data is; 1) describing the students sensory learning style at the tenth grade of SMK Batik 1 Surakarta. 2) calssifying the data. 3) concluding and giving suggestion. The result of the study is the tenth grade students at SMK N 1 Batik Surakarta have different learning styles. Students' learning style at the tenth grade of SMK N 1 Batik Surakarta for visual learners were 9 students (30% auditory learners were 14 students (47% kinesthetic learners were 3 students (10% The rest is the students who have a combination style.
Tri Mukti Drajati Djoko Srijono M Hum
148608765
Auditory, visual, kinesthetic tactile, and multi sensory modalities: A quantitative study of how preferred modalities create more effective teaching and learning environments
This study aims to examine how teaching methods and learning styles of instructors play a role in how students learn, and how technology is selected. There are four type of learning styles: auditory, visual, kinesthetic tactile and multi sensory. The survey population was evenly distributed, consistening of 100 faculty members and 100 students with a response rate of 25% The results of the research indicate there is some evidence that: Instructors will have higher perceived teaching effectiveness when using their preferred teaching method; students will prefer a teaching method that is consistent with their learning style(s) students preferences in teaching method, the course subject, and situational factors (that is, class size) are related to instructors' preference in teaching method and use of technological advancements. Overall, this study produced some interesting findings, indicating some significant relationships between teaching methods and learning styles. Key words: Teaching method, learning style, auditory, visual, kinesthetic tactile, multi sensory, computer based technologies.
J Miller Aaron
143013529
Effective Teaching: Sensory Learning Styles versus General Memory Processes1
Abstract Tailoring teaching strategies to accommodate students' sensory learning styles (e.g. visual, auditory, kinesthetic) is widely recommended across all levels of education from kindergarten to university. However, research stretching across five decades suggests that such tailoring does not enhance students' learning. In contrast, research does indicate strong learning benefits for methods such as integrative elaboration, distribution during learning, and frequent recall of learned material. This paper reviews evidence of learning associated with teaching focused on both sensory learning styles and general memory processes to encourage educators to adopt more evidence based methods to enhance effective instruction.
Katherine Arbuthnott Gregory P Kratzig
145614274
The Relationship between Iranian EFL Learners' Sensory Learning Style and Their Autonomy Level
Autonomy in learning and teaching plays a pivotal role for language acquisition and by knowing learners VAK strategy (visual, auditory, kinesthetic) teachers can perform better. Also, such teachers who are aware of learners' preferences in learning styles are successful in their teaching. Therefore, this study aimed at investigating the relationship between EFL learners' autonomy and their sensory learning style. To meet the above purpose, a number of 50 male and 50 female students participated in the present study. After homogenizing them with TOEFL and Nelson tests and taking the VAK and Learner Autonomy Questionnaire (LAQ) the correlation of learners' autonomy and sensory learning was calculated according to Spearman correlation coefficient. The result showed that the language autonomy in two universities is not equal whereas both universities are equal in sensory learning skills. That is, the language autonomy of Hormozgan University students is more than Islamic Azad University, Bandar Abbas Branch. And Islamic Azad University, Bandar Abbas Branch students' sensory learning styles affect their language autonomy.
Zeinab Khojastenejad Kian Pishkar
3842123
When kinesthetic information is neglected in learning a Novel bimanual rhythmic coordination
Many studies have shown that rhythmic interlimb coordination involves perception of the coupled limb movements, and different sensory modalities can be used. Using visual displays to inform the coupled bimanual movement, novel bimanual coordination patterns can be learned with practice. A recent study showed that similar learning occurred without vision when a coach provided manual guidance during practice. The information provided via the two different modalities may be same (amodal) or different (modality specific) If it is different, then learning with both is a dual task, and one source of information might be used in preference to the other in performing the task when both are available. In the current study, participants learned a novel 90deg bimanual coordination pattern without or with visual information in addition to kinesthesis. In posttest, all participants were tested without and with visual information in addition to kinesthesis. When tested with visual information, all participants exhibited performance that was significantly improved by practice. When tested without visual information, participants who practiced using only kinesthetic information showed improvement, but those who practiced with visual information in addition showed remarkably less improvement. The results indicate that (1) the information is not amodal, (2) use of a single type of information was preferred, and (3) the preferred information was visual. We also hypothesized that older participants might be more likely to acquire dual task performance given their greater experience of the two sensory modes in combination, but results were replicated with both 20 and 50 year olds.
Attention, perception psychophysics
Qin Zhu Todd Mirich Shaochen Huang Winona Snapp-Childs Geoffrey P Bingham
209422785
Motor learning by cross education in Hemi Parkinson: a neuroimaging feasibility study of the effects of virtual mirrored sensory feedback
Cross education is a phenomenon in which motor training of one hand induces motor learning in the other hand. We have recently shown in healthy subjects that the effect of cross education is significantly augmented by provision of real time manipulated bi modal (visual and kinesthetic) sensory feedback, creating an illusory sensation of voluntary training with the other hand. Here we tested whether this training method may be applicable also in pathological conditions affecting one side of the body. We present here data showing behavioral gain accompanied by changes in functional magnetic resonance imaging dynamics following training with this setup in the case of patient LA, a young man with significant unilateral upper limb dysfunction stemming from hemi Parkinson's disease. Following two weeks of daily sessions in which he intensively trained the non affected upper limb, he showed improvement in motor capacity of the affected limb, accompanied by enhanced activation in the pre frontal cortex and a widespread increase in functional coupling in the brain. Results from the current feasibility study suggest that combining cross education with manipulated sensory input may have beneficial effects in clinical conditions.
2019 International Conference on Virtual Rehabilitation (ICVR)
Ossmy Ori Mansano Lihi Frenkel-Toledo Silvi Kagan Evgeny Koren Shiri Gilron Roee Reznik Daniel Soroker Nachum Mukamel Roy
210545548
Students' Sensory Modalities and Acceptance of using FUNancial.S.Battle (FSB) as Learning Method In Accounting Education
Accounting educators uses various techniques in making the subject interesting including introducing of accounting games in class. However, previous study shows that students' improvement is varied. Therefore this paper aims to explore students' ability to absorb learning financial statement using board game known as FUNancial.S.Battle (FSB) with their sensory modalities, VAK (visual, auditory, kinesthetic) 64 students enrolled for Financial Accounting 2 (FAR160) subject was chosen to participate in this study, as they have enough basic knowledge about financial statement. They were given set of Neuro Linguistic Programming (NLP) representational system preference test before playing the FSB game, once finished, another set of questionnaire was given to get their feedback about the game. Results were then analysed using SPSS to find whether there is any relationship between students' VAK and their acceptance of using board game as learning method in understanding the preparation of financial statement. Result shows that students with kinesthetic ability preferred using games better than the others. Since this area of study was rarely found in Malaysia, further study need to be done to confirm the finding. Furthermore sample of students should involve those majoring in accounting and also non accounting students to see the difference. Further analysis should be done in future research to find out the significant relationship between sensory modalities and FSB game acceptance.
Syahida Md Zeni Noor Hasimah M Yacob Saflina Azis Mustafa Kamal Mat
55218194
Assessment of visual, auditory, and kinesthetic learning style among undergraduate nursing students
Background: Learning styles refer to the ability of learner to perceive and process information in learning situations. The ability to understand students' learning styles can increase the educational outcomes. VAK (Visual, auditory, kinesthetic) learning style is one of the learning style in which students use three of sensory perception to receive information. Teachers can incorporate these learning styles in their classroom activities so that students are competent to be successful in their courses. The purpose of this study is to assess Visual, Auditory, and Kinesthetic learning style among undergraduate nursing students. Methods: A descriptive study was carried out; the study was conducted during the period of 3rd. November, 2013 15, March, 2014, in two Nursing Colleges at Universities of Mosul and Kirkuk. A stratified random sampling was used for data collection. The target population was an undergraduate nursing students (210) students (60 male and 150 female) Statistical Package for the Social Science (SPSS) Chi square, Frequencies and Percentage was used for data analysis. The results: the findings reveal that Visual, Auditory, and Kinesthetic learning style of the study sample was (40.0% (29.5% and 30.5% respectively. Females preferred auditory learning style (30.3% more than males (27.3% while males preferred kinesthetic learning style (32.3% more than females (29.8% Recommendation: The researcher recommended that nurse educators should aware of learning styles of the students and provide teaching style to be matched with their learning style.
Radhwan H Ibrahim Dhiaa Al-rahman Hussein
151997092
A kinect based motion sensing game therapy to foster the learning of children with sensory integration dysfunction
Sensory integration dysfunction (SID, also known as sensory processing disorder, SPD) is a condition that exists when a person's multisensory integration fails to process and respond adequately to the demands of the environment. Children with SID (CwSID) are also learners with disabilities with regard to responding adequately to the demands made by a learning environment, and usually have performance difficulties in one or more areas of life, such as productivity, leisure and play, or activities of daily living, and this can reduce their learning motivation. This study tries to develop a motion sensing digital game based SID therapy to help such children become more engaged in physical training, with the hope that by improving their bodily kinesthetic intelligence these children can be more confident of facing various learning challenges, like those associated with social participation. This research applied the Microsoft Kinect system and a specially designed motion sensing game related to SID, and used interviews to collect responses from the children and their parents. The Chinese version of the sensory profile and clinical observation were applied to evaluate the effects of the therapy, and the triangulation method applied in the data analysis reveals the improvements of all participants in eight clinical observation items. The results imply that our approach was able to increase the learning motivation and actions of the CwSID who participated in this study, with better results than those obtained in our earlier work, which used the Nintendo Wii device and its commercially available games.
Tsung-Yen Chuang Ming-Shiou Kuo Ping-Lin Fan Yen-Wei Hsu