Abstract
With the increased integration of technology in education process, teachers are challenged to personalize and create interactive learning environments to fulfill students’ needs. An understanding of how an individual’s preferred learning style interacts with the instructional medium presented is needed. This study examined the VARK (visual, aural, read/write, and kinesthetic) learning style inventory using the variable-centered and person-centered approaches. Based on a sample of 807 Secondary 1 (Grade 7) students in Hong Kong, confirmatory factor analysis (CFA) using the correlated trait–correlated uniqueness (CTCU) model affirmed that the model fits the responses from the inventory well. Latent class analysis (LCA) identified five meaningful subgroups of students (all rounded (6.2 %), mediocre (16.2 %), kinesthetic oriented (21.9 %), read/write oriented (50.4 %), and uninvolved (5.3 %)).
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Lau, W.W.F., Yuen, A.H.K., Chan, A. (2015). Variable-Centered and Person-Centered Approaches to Studying the VARK Learning Style Inventory. In: Ma, W., Yuen, A., Park, J., Lau, W., Deng, L. (eds) New Media, Knowledge Practices and Multiliteracies. Springer, Singapore. https://doi.org/10.1007/978-981-287-209-8_19
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