Editing Learning Styles (section)

=== Evidence ===

Despite the popularity of the concept of learning styles, there is limited evidence to support the idea that individuals have stable, distinct learning styles <ref> Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Where’s the evidence? Medical Education, 43(5), 521-531.</ref>. A number of systematic reviews and meta-analyses have found that there is little evidence that teaching to an individual's preferred learning style improves learning outcomes <ref> Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Learning and Skills Research Centre. </ref>. Some researchers have argued that the concept of learning styles may be more useful as a way to encourage educators to vary their teaching methods and incorporate multiple modes of learning in their instruction.

A number of studies that have attempted to validate the concept of learning styles, and find that the evidence is often mixed or inconclusive <ref> De Bruyckere, P., Kirschner, P. A., & Hulshof, C. D. (2015). Urban myths about learning and education. Academic Press. https://doi.org/10.1016/B978-0-12-801537-1.00001-3 </ref>. The the persistence of the belief in learning styles may be due in part to the fact that it is difficult to disprove and that it has become ingrained in popular culture and education.