Learning styles: what they are, models, and how to identify them

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In the classroom, at home or at university, we do not all learn the same: some people grasp an idea better with a colorful scheme, who needs to hear it and discuss it, and who only establishes it when they put it into practice. This diversity is explained by the so-called learning styles, a way of describing our preferences when it comes to perceiving, processing and remembering information.

Knowing these preferences can help students, families, and teachers to adjust methods and materials. Now, it is also worth remembering that they are flexible trends, not rigid labels: we can combine styles, change according to the context and develop strategies in less dominant modalities. In the following lines you will see what they are, what models exist (VARK, Kolb, Honey-Alonso, NLP and more), how to identify them, what benefits there are to personalizing teaching and how to do it Artificial Intelligence can make that whole process easier.

What are learning styles?

Learning styles They describe the preferred ways a person acquires, processes, and retains information. They affect the way we study, the activities we find most comfortable, and the materials that work best for us at any given time.

In education, identifying these preferences allows adapt teaching, offering content in various formats to improve the comprehension, retention and motivationThis promotes more inclusive environments by accommodating different profiles and needs.

In the field of second languages, the learning style is closely linked (but not identical) to the cognitive style: encompasses cognitive and affective components. Therefore, we find contrasts such as reflective vs. impulsive, analytical vs. global, extroverted vs. introverted, or field dependence vs. independence, in addition to perceptual preferences (visual, auditory, tactile, or kinesthetic).

Frameworks such as the following have also been proposed: multiple intelligences (spatial, musical, kinesic, interpersonal, intrapersonal, linguistic, logical-mathematical) or Knowles' styles (concrete, analytical, communicative and authority-based). The evidence in this field is heterogeneous: there are measurement problems and sometimes confusing results, so it is advisable to use the styles as practical guidelines, not as definitive diagnoses.

Most popular models and types (VARK, PNL and variants)

One of the most widely used frameworks is VARK. Some sources present it in three modalities (visual, auditory and kinesthetic), while others follow the model of four preferences: Visual, Auditory, Read/Write, and Kinesthetic. Furthermore, the visual–auditory–kinesthetic triad, which essentially coincides with VAK, has become popular in Neurolinguistic Programming (NLP).

Visual

Who has preference visual They learn best with well-organized images, diagrams, concept maps, videos, tables, and charts. They tend to remember colors and shapes, and it helps them convert ideas into graphic representations.

• Resources that fit: infographics, mind maps, flowcharts, clear presentations, charts and graphs explanatory videos.
• Identification clues: They make sketches and diagrams when studying; they prefer explanations with a visual structure.

Auditory

The profile auditory retains better by listening: master classes, podcasts, debates, interviews and oral explanations, even reading aloud or repeating concepts to consolidate them.

• Resources that fit: conferences, guided discussions, seminars, audiobooks and class recordings.
• Identification clues: They verbalize what they think, ask questions out loud, and can study with soft music in the background.

Kinesthetic (or kinesthetic)

The apprentices kinesthetic They need direct experience: manipulating, moving, practicing, building models, or performing simulations. They learn by doing, not just reading or hearing.

• Resources that fit: experiments, dramatizations, demonstrations, sports, games and gamified activities.
• Identification clues: They struggle to follow long explanations without any activity; they retain better when they apply what they've learned to real-life situations.

Reading writing

In the expanded VARK appears the preference of reading writing, typical of those who learn best with texts and by producing notes or reports. They tend to organize knowledge in writing.

• Resources that fit: books, articles, booklets, manuals, dictionaries and online materials.
• Identification clues: They write down everything they see or hear in class, they enjoy it summaries and glossaries.

Important: many people are multimodalVARK distinguishes between those who adapt flexibly to the context (type 1) and those who prefer to integrate several modalities to feel safe, perhaps at a slower pace but with deeper understanding (type 2).

The Kolb cycle and its four styles

David Kolb proposed that we learn by going through a cycle with four phases: concrete experience (act), reflective observation (reflect), abstract conceptualization (conceptualize) and active experimentation (apply). From the combination of these dimensions, four styles are born.

Divergent

Stands out in concrete experience + reflective observation. He tends to be creative and imaginative, generating many ideas and connecting different perspectives. He learns well with case studies, group work, debates and ideation activities.

Assimilator

Predominates reflective observation + abstract conceptualization. He prefers theories, models, and logical structures; he enjoys organizing facts coherently. He thrives on reading, lectures, and exploring analytical models.

Convergent

It rests on abstract conceptualization + active experimentation. Oriented towards solving problems and applying ideas in practice, he fits in with prototypes, simulations, technical projects and questions like “how do I implement it?”

Usher

Combines concrete experience + active experimentation. Learns by doing, using intuition and trial and error; enjoys challenges and new experiences. field trips, projects and practical or gamified activities.

Helpful note: Different sources describe styles with nuances, and sometimes labels are mixed. The key is to detect where each person begins their cycle (act, reflect, conceptualize or apply) to accompany you in the following phases.

Honey-Alonso Model (CHAEA)

Peter Honey and Catalina Alonso also propose a cycle that results in four preferences: active, reflective, pragmatic and theoretical, influenced by the environment, experience and prior knowledge.

Active: He embraces experience, enjoys novelty, and prefers varied workdays and challenges. He works well in groups and seeks to be at the center of the action.

Reflexive: reviews experience, gathers data, calmly analyzes alternatives, and makes considered decisions. Likes to observe from different angles before acting.

Pragmatic: Plans next steps, tests ideas early, and assesses their usefulness. Prefers practical and concrete solutions; becomes impatient with overly abstract discussions.

Theoretical: Closes the experience by structuring principles and models. Tackles problems with logic, discipline, and planning, and tends toward perfectionism when analyzing each stage.

Other classifications and second language learning

Beyond VARK, Kolb or CHAEA, there are typologies that cross traits cognitive and affectiveIn second languages, for example, there are contrasting styles: reflexive-impulsive, analytical-global (gestalt), extroverted-introverted, or field dependence-independence, in addition to perceptual preferences (visual, auditory, tactile, kinesthetic).

Categories such as logical-mathematical (reasoning and schematization), social/interpersonal (group work and role playing), solitary/intrapersonal (self-assessment and individual study) or verbal/linguistic (reading and writing). These coexist with proposals such as multiple intelligences Gardner's and Knowles' styles (concrete, analytical, communicative, authority-based).

In the classroom it is advisable to combine resources: multimodal materials, attention to the dimension affective to prevent frustration, cooperative learning (multiple styles in a common task) and intercultural communication activities to understand how culture influences style preference.

How to Identify Your Style: Steps and Questions

The starting point is the self observationThink about how you approach a new topic. Do you start drawing a diagram? Do you prefer someone to explain it to you? Do you need to try it out with your own hands? That's golden.

Add a brief reflection on previous experiences: Remember when you found it easy or difficult to learn something and what method worked for you (notes, recordings, videos, practice, discussions, etc.).

Lean on quizzes Recognized: VARK includes 16 questions with multiple-choice answers; at the end, a score is given for each modality. If you tie for several, you are multimodal. There are profiles that adapt according to the context (type 1) and others that integrate several pathways before feeling confident (type 2).

El Kolb Inventory It presents 12 items with four scored options (1 to 4). The highest score reflects your primary tendency, and the lowest, your minor preference; this outlines your style within the cycle.

El CHAEA (Honey-Alonso) It helps you position yourself as active, reflective, pragmatic, and theoretical. Remember, there are no "right" answers: it's about getting to know yourself better to adjust strategies.

Finally, check your study skillsWritten summaries? Recording and listening to yourself? Mind maps? Projects and practice? This everyday choice often coincides with what tests measure.

Benefits of adapting teaching and how AI helps

When content is presented in the student's preferred mode, information is assimilated with less friction: it improves comprehension and retention, and reduces unnecessary cognitive effort.

Motivation also grows: if the format is comfortable for you, you participate more and you engage with the content. This is key to sustaining your studies over time.

Additionally, offering multiple formats promotes an environment inclusive, useful for students with specific learning difficulties and for diverse groups in general.

La Artificial Intelligence It multiplies this personalization. It can analyze preference and performance patterns to recommend materials in the ideal format (for example, converting a text into an animated video or podcast), as well as create interactive exercises that promote kinesthetic learning.

With real-time analytics, AI helps teachers detect strengths and areas for improvement, adjust rhythms, diversify strategies and propose alternative routes when a resource does not fit. Technologies such as virtual and augmented reality They allow simulations and immersive environments where “learning by doing” takes center stage.

To take advantage of it, it is advisable to teacher training in educational AI: designing adapted materials, using assistants and recommendation systems, and critically reading data to make sound pedagogical decisions.

All of this coexists with classic good practices: multimodal materials, formative assessment, cooperative learning and attention to the affective dimension of the classroom.

Academic guidance and examples of career paths

Your style does not determine your future, but it can guide your choice of strategies and environments wherever you feel most comfortable. Some common affinities:

• Visual: Graphic design, architecture, engineering (for its use of plans, diagrams and models), photography.
• Kinesthetic: Physical education, medicine (practical specialties such as surgery), dance or theater.
• Auditory: Music, languages ​​or linguistics, law (debate, public speaking), psychology (therapeutic communication).

Remember that many students are mixed (e.g., visual–auditory). Ideally, a combination of techniques is recommended: mind maps with guided discussion, practice with learning journals, videos with written summaries. Although your preference is usually fixed, you can develop strategies in other modalities and gain versatility.

It's also worth keeping in mind that "best" depends on the context: some courses require more practice and visualization (architecture, medicine), while others require more speaking and listening (law, languages). At university, alternate formats and tailoring techniques to each subject often gives better results than sticking to a single label.

The key is to treat styles as a compass and not as a frontier: know your preferences, expand your repertoire of strategies, take advantage of the technology to personalize materials and evaluate with data, and design accessible experiences where different input pathways (visual, auditory, practical, and textual) coexist so that each person finds their best learning path.