Swansea University research finds that the Learning Styles myth is thriving in higher education

The use of ‘Learning Styles’ in education has been thoroughly and repeatedly discredited, yet research by Swansea University has found that it is still widespread across the world, and this could potentially be harmful for students.

Common Learning Styles methods involve using questionnaires to classify students into groups like ‘visual’ or ‘kinaesthetic’, and then trying to teach them according to their ‘style’. The work undertaken by Dr Phil Newton from the Swansea University Medical School, which is published by Frontiers, is an attempt to understand if and why the myth of Learning Styles persists.

Dr Newton analysed current research literature to capture the picture that an educator would encounter were they to search for “Learning Styles” with the intent of determining whether the research evidence supported their use.

‌Dr Newton found that the overwhelming majority (89%) of recent research papers on Learning Styles, as listed in the ERIC and PubMed research databases, implicitly or directly endorse the use of Learning Styles in Higher Education.

The presence of these papers in the pedagogical literature demonstrates that an educator, attempting to take an evidence-based approach to teaching, would be presented with a strong yet misleading message that the use of Learning Styles is endorsed by the current research literature. This has potentially negative consequences for students and teachers as it may mean that their time and money are wasted, or that students are deterred from pursing studies which appear to contradict with their ‘style’.

Stressed student

Speaking about Learning Styles and his findings Dr Newton said:

“Learning Styles do not work, yet the current research literature is full of studies which appear to advocate their use. This likely has a negative impact on students. It is in everyone’s interests for educational research and resources – time, money, effort, to be directed toward those educational interventions which demonstrably improve student learning, and away from those which do not. Educators should take a second to run a Google search on their own institution – put in the domain name – youruniversity.edu or .ac.uk or whatever it is, alongside the term “learning styles”. Chances are, something will come up.  Start there! “


Established in 2004, Swansea University Medical School is an internationally-recognised centre of excellence in medical research, education and innovation.  The Medical School has three main activities: learning and teaching, research, and business and innovation. From the creation of the Graduate Entry Medicine (GEM) programme in 2004, opening of the Institute of Life Science phase one (ILS1) in 2007 and phase two (ILS2) and the Centre for NanoHealth in 2011, to earning the right to award Primary Medical Qualifications (PMQ) independent of any other institution in 2014. Find out more about the history of the Medical School at http://www.scribd.com/doc/235047725/History-in-the-Making-College-of-Medicine-Swansea-University-10th-Anniversary-2004-2014.

Swansea University Medical School has had spectacular success in the Research Excellence Framework (REF) 2014. Find out more about the REF2014 results of the College of Medicine at https://www.scribd.com/doc/250478133/College-of-Medicine-results-in-the-Research-Excellence-Framework-REF-2014

Visit one of the UK’s fastest growing medical schools at http://www.medicine.swansea.ac.uk