The Effects of Learners' Verbal and Visual Cognitive Styles on Instruction Selection

Manal Ali E Alhathli, Judith Francoise Maria Masthoff, Nigel Adrian Beacham

Research output: Chapter in Book/Report/Conference proceedingPublished conference contribution

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In designing learning instructions there is often the assumption that individual learners have different style preferences. Cognitive style may be defined as individual variation in ways of interacting with a learning environment and perceiving information. However, different styles of learning instructions may affect a learner’s selection of an instruction, their appreciation of these instructions and learning outcomes. We have conducted a study to investigate how learners’ verbal and visual cognitive style affected the selection of an instruction for learning Sudoku, their appreciation of the selected instruction, and the time they spent solving a Sudoku. Five different Sudoku instructions were used which varied in the media used. Two fundamental cognitive styles dimensions (Verbal-Visual) were assessed using the verbalizer and visualizer questionnaire (VVQ). This paper aims to consider the relationship between learning selection, learning appreciation and cognitive style and to suggest ways in which learning instructions may accommodate a learner’s cognitive style in order to provide an effective learning environment.
Original languageEnglish
Title of host publicationProceedings of Intelligent Mentoring Systems Workshop Associated with the 19th International Conference on Artificial Intelligence in Education, AIED 2018
Number of pages10
Publication statusPublished - 2018
EventIntelligent Mentoring Systems: Workshop associated with AIED 2018 - London, United Kingdom
Duration: 30 Jun 201830 Jun 2018


WorkshopIntelligent Mentoring Systems
Country/TerritoryUnited Kingdom
Internet address


  • Cognitive style
  • Learning activity selection
  • Adaptation


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