Aslaksen Karoline, Lorås Håvard
Department of Psychology, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology, Trondheim, Norway.
Department of Neuromedicine and Movement Science, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Trondheim, Norway.
Front Psychol. 2018 Aug 21;9:1538. doi: 10.3389/fpsyg.2018.01538. eCollection 2018.
The impact on learning outcome of tailoring instruction and teaching toward modality-specific learning style preferences has been researched and debated for decades. Several topical reviews have concluded that there is no evidence to support the meshing hypothesis and that it represents a persistent neuromyth in education. The concept, however, is still utilized in educational practice and favored by many academics. This mini-review presents literature, which has applied explicit and rigorous methodological criteria, in relation to the meshing hypothesis. In order to demonstrate evidence for the meshing hypothesis, studies had to screen participants for their preferred learning style, assign participants to matched or non-matched conditions, and then provide the same test to assess learning for all participants, as well as presenting statistical crossover-interaction effects. Across studies that have applied these methodological criteria, the overall effect sizes were very low and non-significant, indicating that there is still no replicable statistical evidence for enhanced learning outcome by aligning instruction to modality-specific learning styles.
针对特定模态学习风格偏好来量身定制教学对学习成果的影响，已经被研究和争论了数十年。几项专题综述得出结论，没有证据支持匹配假说，且该假说在教育领域是一个长期存在的神经迷思。然而，这一概念仍在教育实践中被使用，并受到许多学者的青睐。本小型综述展示了与匹配假说相关的、应用了明确且严格方法标准的文献。为了证明匹配假说的证据，研究必须筛选参与者的偏好学习风格，将参与者分配到匹配或不匹配的条件下，然后对所有参与者进行相同的测试以评估学习情况，同时还要呈现统计交叉交互效应。在应用了这些方法标准的研究中，总体效应量非常低且不显著，这表明仍然没有可重复的统计证据表明通过使教学与特定模态学习风格相匹配能提高学习成果。
