The Neuromyth of Learning Styles: Separating Fact from Fiction in Education 

Neuromyth of Learning Styles in Education​

In the realm of education, the neuromyth of learning styles has gained significant traction over the years. It proposes that individuals have distinct means by which they learn best. These means are often categorized into “sense modalities” such as visual, auditory, or kinesthetic learning. Some versions of the theory include a read/write modality, while others add even more. This idea has become widely accepted, shaping instructional practices and curriculum development in many educational settings.

However, it is crucial to critically examine this long-standing belief in learning styles. Despite its popularity, an increasing body of research suggests that the theory lacks solid scientific support. As we strive for evidence-based education, it is important to separate fact from fiction and question the validity of learning styles.

Purpose of the Article​

The purpose of this article is to shed light on the lack of robust empirical evidence for learning styles and emphasize the importance of evidence-based teaching practices. By critically evaluating the theory, we can foster a deeper understanding of effective instructional strategies that truly enhance learning outcomes. We will explore the research conducted by scholars, including Pashler et al. (2008) and Rogowsky et al. (2020), to highlight the inconsistencies and limited empirical support in favor of learning styles. Through this examination, we aim to encourage educators to reevaluate their instructional approaches and embrace evidence-based practices that have proven to be more effective for student learning. It is crucial to move beyond the allure of learning styles and focus on developing inclusive learning environments that cater to the diverse needs of learners.

By dismantling the neuromyth of learning styles, we make room for a more informed and evidence-driven approach to education. Through this article, we hope to contribute to the ongoing dialogue within the education community and empower educators with the knowledge needed to make informed decisions about instructional design and implementation. Let us embark on this journey of critical examination and evidence-based teaching practices for the betterment of education as a whole.

The Lack of Evidence for Learning Styles​

Pashler et al. (2008) and Rogowsky et al. (2015)

When examining the theory of learning styles, it is imperative to consider the body of research that has analyzed its validity. Many prominent studies, including those conducted by research teams such as Pashler et al. (2008) and Rogowsky et al. (2020) have scrutinized the effectiveness of tailoring instruction to individual learning styles.

Research findings consistently indicate a lack of robust empirical evidence to support the theory of learning styles. Pashler et al.’s research (2008) concluded that there is little scientific support for the notion that matching instructional methods to preferred learning styles enhances educational outcomes. Despite numerous attempts to demonstrate the benefits of learning styles, the evidence remains underwhelming. The inconsistencies and contradictions in research findings regarding learning styles raise further doubts about its validity. Rogowsky conducted a study specifically examining the match between learning style preference and teaching method. They found no statistically significant interaction between learning style preference and instructional method on comprehension.

Understanding Evidence-Based Teaching Practices​

In the pursuit of effective education, it is essential to embrace evidence-based teaching practices. Rather than relying on unsupported theories like the learning styles neuromyth, educators should prioritize approaches that have strong empirical support. Evidence-based practices have been rigorously tested and have demonstrated positive impacts on learning outcomes across diverse student populations.

By embracing evidence-based teaching practices, educators can provide students with the most effective tools and strategies to enhance their learning experiences. These evidence-backed approaches are rooted in scientific research, ensuring that instructional methods align with our understanding of how students learn and retain information.

Implementing evidence-based practices not only enhances student learning outcomes but also fosters a more engaging and dynamic classroom environment. By focusing on evidence rather than myths or pseudoscientific theories, educators can adapt and refine their teaching methods to meet the diverse needs of their students, promoting more inclusive and effective education.

It bears repeating that the educational community is concerning that this neuromyth continues to persist, as it risks diverting attention and resources away from evidence-based strategies that have been demonstrated to enhance learning. As we strive to improve education, it’s imperative that our practices are guided by reliable evidence rather than well-intentioned, but unsupported theories.

Challenging the Learning Styles Paradigm​

The neuromyth of learning styles, once widely accepted, is now being recognized as lacking a solid scientific basis. Relying on unsubstantiated beliefs about individual learning preferences can lead to misguided instructional approaches and potentially ineffective teaching methods. As educators, it is crucial to critically evaluate the evidence base underlying our instructional practices.

Instead of adhering to the outdated notion of learning styles, educators should consider engaging learners in multiple modalities. The human brain is a complex organ, with various regions interconnecting in intricate ways during the learning process. Research emphasizes the importance of utilizing diverse instructional methods that cater to multiple senses and modes of learning. This approach acknowledges the holistic nature of learning and addresses the need for multimodal instruction.

An Alternative Learning Styles Theory​

The widely debunked neuromyth of individual “learning styles,” which categorizes people as visual, auditory, or kinesthetic learners, may have an alternate perspective worth exploring. The Learning Experience Design Team at BrightMind eLearning (BME) is considering an alternate view: apply learning styles to the content rather than the learner.

BME’s theory suggests the optimization of “delivery styles” based on the nature of the subject matter. For instance, it argues that visual instructional methods may be most effective when grappling with abstract and conceptual tasks such as complex mathematical problems. Similarly, hands-on, physical tasks like rebuilding a carburetor could be more efficiently taught using kinesthetic methods. Essentially, this theory posits that the complexity, structure, and nature of the learning content should dictate the delivery methods applied.

To many, this proposal may appear intuitive, almost self-evident. But honestly, so did the original theory, which might partially explain its popularity and persistence. It’s critical to note that this new version is also an unproven theory that requires empirical testing. BrightMind eLearning recognizes the necessity for rigorous, evidence-based examination of the hypothesis. Following the scientific requirements for dependable educational practices, BME is currently preparing to conduct this essential research, aiming to subject the theory to the scrutiny of peer-reviewed scientific evaluation.

To create effective and impactful learning experiences, we as educators must realign our instructional strategies with evidence-based principles. This requires us to critically analyze even our most deeply held beliefs and develop a clear understanding of what the scientific research reveals about how students learn best. By considering factors such as cognitive load, metacognition, and effective feedback strategies, educators can design instruction that optimizes learning outcomes for all students. Embracing evidence-based principles allows for adaptable and flexible instructional approaches that can accommodate the diverse needs and strengths of every learner.

Works Cited

Pashler et al. (2008)


Pashler, Harold & Mcdaniel, Mark & Rohrer, Doug & Bjork, Robert. (2009). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest. 9. 105-119. 10.1111/j.1539-6053.2009.01038.x. 


Rogowsky et al.  (2020)


Rogowsky BA, Calhoun BM, Tallal P. Providing Instruction Based on Students’ Learning Style Preferences Does Not Improve Learning. Front Psychol. 2020 Feb 14;11:164. doi: 10.3389/fpsyg.2020.00164. PMID: 32116958; PMCID: PMC7033468.