Análisis de las herramientas de medición de los Estilos de Aprendizaje.

Abstract

The first time the "Learning Style" construct (Gibson, 1969) appears, it does so with a meaning that denotes how a person prefers to be presented with the information to carry out the learning. This definition has evolved over the years, while numerous tools were developed to detect each of its dimensions. This study aims to develop an updated list of tools available for the detection of different learning styles; analyzing its metric characteristics and to weigh the questionnaires according to their use, as well as to analyze the relationship between the measurement tools of the learning styles. A comprehensive bibliographic search is carried out by using different internet searching engines such as Google Scholar, Web of Science (WOS), Dialnet, Education Resources Information Center (ERIC), ScienceDirect and a bibliometric analysis performed in the period from May 21, 2015 to April 30, 2017. We present an updated list of the tools available to detect learning styles, based on the four minimum criteria postulated by Coffield, Moseley, Hall y Ecclestone (2004). We analyze the metric characteristics of the questionnaires collected by them, together with others found in our research, also considering whether or not these questionnaires are validated. While the CSI questionnaire (Allison and Hayes, 1996) is presented as the most robust, if we stick to questionnaires that would fit with the original semantics of the term "Learning Styles" (Gibson, 1969), inventories VAK/VARK (Google Scholar in any language), CHAEA (Google Scholar in Spanish) and ILS (Felder y Soloman, 1997) (Web of Science and ScienceDirect) would be the most widely used. It is concluded that the percentage weight of the questionnaires, based on their presence in literature, varies according to the search language and the search engine used.