Relation of Modal Preference with Performance in Adaptive Hypermedia Context: An Exploration Using Visual, Verbal and Multimedia Learning Modules

Learning styles theories suggest that people learn differently, an important consideration for adaptive hypermedia learning platforms. Since on such platforms, mode of delivery of course material - visual, verbal or multimedia - plays an important role, this study considers learning styles in the context of adaptive hypermedia with the aim to identify if providing material according to one's learning style enhances performance. While some studies report positive results, others find no correlation between the two. Here, we examine the efficacy of learning styles, especially the visual-verbal dimension of Felder-Silverman model, in a controlled e-learning environment by testing the effectiveness of visual, verbal as well as multimedia modules for history and engineering on 268 engineering undergraduates identified on the basis of visual, verbal and mixed orientations. Contrary to expectations, results indicated no relation between learning styles and performance in modules based on different sensory preferences. However, students did show discipline-based better performance in multimedia and visual modes than in verbal mode. They also preferred multimedia and visual modes over verbal. This corroborates earlier findings - the efficacy of learning styles remains unconfirmed.