Learning styles: what they are, types, models and examples

What are learning styles?

Learning styles are the preferences each person shows when receiving, processing and retaining information: some rely on images and diagrams, others on listening and discussing, others on reading and taking notes, and others on hands-on practice. The most widespread model for classifying them is VARK, which distinguishes four modalities: visual, auditory, read/write and kinesthetic. These are not closed categories: most people combine several of them depending on the content and the context.

In corporate training, knowing about them serves one very specific purpose: varying the formats within a course instead of always repeating the same one. It is worth clarifying this from the outset, because it is where the concept gets misunderstood most often: research does not support designing training around each employee’s preferred style, but it does support explaining every idea in more than one format and providing real opportunities to practice. That difference is what separates a course that works from one that merely looks personalized.

Learning styles according to the VARK model

Designing an online course is not just about developing the content, but about deciding which formats will work best for the people who will take it. That is where the different learning styles become useful: they help you choose the kind of resource that best captures attention and supports retention.

The VARK model, put forward by Neil Fleming and Colleen Mills, describes four styles based on how people prefer to receive and process information. It is not about pigeonholing anyone, but about recognizing that each person may learn better by combining different styles depending on the context. In this guide we will go through all four, the alternatives to VARK, what the evidence says about all of them, and how to apply them realistically in your e-learning courses.

The VARK model in depth: the 4 main learning styles

According to Bay Atlantic University, “every learner uses a different strategy to remember information more efficiently while studying. Some take notes, some draw diagrams, some prefer listening to lectures, and so on.”

Let’s take a closer look at the four main learning styles based on Fleming and Mills’ VARK model, bearing in mind that learners may not use just one of them, but several learning methods at once.

1. Visual learning style: seeing and observing

Learners with a visual learning style prefer to learn through observation and the graphical representation of information. This approach allows them to process content more effectively when it is presented in clear, well-organized visual forms.

Key characteristics

• They prefer diagrams, charts and concept maps to understand relationships and processes.
• They feel more comfortable with visually structured information than with long or abstract explanations.
• They memorize better what they see, such as images, diagrams or schematics.
• They have a strong ability to interpret symbols, colors and visual hierarchies.

Examples of recommended techniques and activities

To boost visual learning in an online or in-person course, you can use specific strategies:

• Concept maps and diagrams: organize the main ideas of a topic by showing the connections between them. Techniques such as visual thinking are especially useful here.
• Infographics: create visual summaries that combine short text with graphic elements.
• Visual presentations: use slides with clear layouts and without overloading them with text or images.
• Schedules and timelines: they help make sense of historical processes or sequences of events.
• Illustrations and symbols: represent abstract concepts with icons or related images.
• Tutorial videos: as long as they include visual diagrams, subtitles or graphic representations that explain how ideas relate to each other.

Remember that, for visual learners, it is not about presenting attractive information, but about structuring it visually in a logical and meaningful way.

2. Auditory learning style: listening and hearing

The auditory learning style is based on the ability to take in, process and retain information through active listening and spoken interaction. Auditory learners find it easier to understand concepts when they are presented through sounds, spoken words or music.

Key characteristics

• They prefer to learn by listening to explanations, whether in lectures, recordings or conversations.
• They tend to speak out loud to organize ideas or recall information.
• They easily pick up nuances in tone of voice and intonation, which helps them understand content better.
• They enjoy collaborative learning, especially through discussions and questions and answers.
• They retain information better when they can listen to it repeatedly, as with podcasts or audiobooks.

Examples of recommended techniques and activities

To improve learning for auditory learners, you can put the following strategies in place:

• Audio recordings: offer lesson summaries as a podcast or downloadable audio files.
• Group discussions: organize activities where they can express and debate ideas.
• Reading aloud: encourage them to read the content out loud to improve their comprehension.
• Video calls or interactive online classes: create spaces where they can listen, take part and ask questions.
• Spoken mnemonic techniques: such as songs or rhymes that help them remember key concepts.
• Verbal feedback: provide comments and suggestions in audio format or in person.

These activities not only support information retention, they also create a dynamic learning environment that encourages auditory learners to take an active part.

3. Kinesthetic learning style: doing and moving

The kinesthetic learning style is oriented towards action and experimentation. These learners process information better through hands-on experiences, movement and activities that involve their active participation. Their learning is most effective when they can interact directly with the content instead of just watching or listening.

Key characteristics

• They prefer to learn by doing, handling objects and experiencing real situations.
• They tend to have an associative memory, remembering information linked to physical activities or sensory experiences better.
• They need to move frequently to stay focused, which may include gestures or changes of posture.
• They enjoy activities that combine learning with action, such as role plays or hands-on labs.
• They have a strong connection between learning and emotions, since they associate experiences with feelings.

Examples of recommended techniques and activities

To boost kinesthetic learning, it is essential to include practical, dynamic activities that involve them directly:

• Learning by doing: design activities where they can learn while carrying out practical tasks, such as simulations or collaborative projects.
• Live demonstrations: combine the explanation with hands-on execution so learners can watch and then replicate what they have learned.
• Role plays: let them take on different roles in simulated situations to apply knowledge in real contexts.
• Labs and workshops: provide spaces to practice specific skills with tools or equipment.
• Interactive videos and real cases: include content that lets them pause, explore and make decisions within a narrative. Interactive learning is this profile’s natural ally.
• Project-based learning: encourage learners to work on concrete projects that bring theory and practice together.

These techniques allow kinesthetic learners to get deeply involved in the learning process, supporting not only comprehension but also long-term retention.

4. Read/write learning style: reading and writing

The read/write learning style is ideal for those learners who process and retain information most effectively through texts and notes. For these learners, words are the main tool for understanding concepts and organizing ideas.

Key characteristics

• They prefer written content they can read at their own pace, such as manuals, reports or articles.
• They have a strong affinity for taking notes, which helps them internalize and organize information.
• They enjoy writing summaries or explanations as part of their learning process.
• They feel comfortable with exercises involving clear text structures, such as lists, outlines or definitions.
• They value resources such as dictionaries, guides and encyclopedias, whether physical or digital.

Examples of recommended techniques and activities

To support learners with this learning style, it is key to provide clear, well-organized written materials:

• Written guides and manuals: create detailed documents they can consult and study on their own.
• Text-based presentations: design slides with clear explanations, numbered lists and organized data.
• Summary activities: encourage them to read a text and write their own conclusions or key points.
• Writing exercises: provide tasks that involve writing essays, reports or even creating content based on what they have learned.
• Downloadable resources: offer PDFs, whitepapers or eBooks with detailed content they can read and reread.
• E-learning platforms: use software that lets them read content, take notes and organize material in a digital environment.

This approach not only helps them consolidate their learning, it also allows them to develop writing and analysis skills they can apply in many contexts. Although many learners combine several styles, these methods make sure read/write learners have resources tailored to their needs.

Do learning styles really work? What the evidence says

This is the question almost no article on the subject answers, and it is worth tackling head-on before redesigning any course. Learning styles are one of the most popular ideas in training, but also one of the most poorly understood.

Two very different claims need to be told apart. The first is that people have preferences about how they receive information: this is well documented and anyone can recognize it in themselves. The second, far stronger one, is the so-called matching hypothesis: that teaching each person in their preferred format improves their results. They are different things, and only the first one is supported.

In 2008, a team of researchers made up of Harold Pashler, Mark McDaniel, Doug Rohrer and Robert Bjork reviewed the scientific literature on the subject in Psychological Science in the Public Interest. Validating the matching hypothesis required a very specific experimental design: classifying participants by style, randomly assigning them to different teaching methods and checking whether each group performs better with “its” method. When they reviewed the published studies they found very few that met that design, and those that did showed no such crossover in results.

It is worth reading the conclusion carefully, because it tends to be exaggerated in both directions. The authors did not claim that learning styles are false or that preferences do not exist. What they pointed out is that the evidence needed to justify classifying learners and tailoring instruction to them has not been produced.

Learning styles vs. multimodal learning: what to apply in your company

If classifying people does not hold up, what do we do with all this? The practical answer is to shift the question. Instead of asking yourself how does this person learn, ask yourself what format does this content call for. A procedure is practiced, a concept is explained, a relationship between ideas is drawn, a difficult conversation is rehearsed. That is where multimodal learning comes in.

The multimodal approach does not classify anyone: it presents each idea in more than one format and lets each person lean on whichever feels most comfortable. It has a huge operational advantage for an L&D team, namely that it does not force you to produce several versions of the same course. It is also the starting point for most learning strategies that work in corporate environments.

How to apply learning styles in e-learning

Designing online training for diverse teams is not about labeling each person and adapting the whole course to a single style. In practice, what works best is to create multimodal experiences and give options so each employee can choose how to move forward depending on the content, the moment and their preference. These six instructional design principles are a good starting point.

1. Explain every concept twice over, without repeating yourself

Open each block with a short, clear explanation in text and pair it with visual support that genuinely adds something: a diagram, an explanatory image or a simple animation. The goal is not to decorate, but to reduce cognitive load and make comprehension easier.

2. Bring the theory down to a real day-to-day example

After the definition, add a practical case: a customer situation, an internal procedure, a typical mistake or an everyday decision. This helps both the more text-oriented profiles and those who need context in order to understand.

3. One practical activity per concept

Turn each idea into an action: ordering steps, matching concepts, choosing the best answer in a scenario, drag and drop, completing a mini-checklist. Keep the activity short —between 30 and 90 seconds— and with immediate feedback. If the task is complex, lean on instructional scaffolding to gradually remove the support.

4. Offer alternatives where it makes sense

You do not need to create two complete versions of the course. It is enough to add occasional alternative paths or elements: for example, a text summary for those who prefer to read, alongside a voice-over for those who prefer to listen. The key lies in how you structure your e-learning content from the start.

5. Close with a final check and reinforcement

Finish with a downloadable reminder or a final summary to reinforce retention. You can also close the training with a short final test to check comprehension.

6. Measure and optimize

Review which formats drive the most completion, time on task and correct answers. If a module is always abandoned at the same point, it is not a style problem: it is usually a problem of clarity or length.

Beyond the four styles: other theories about learning styles

Although the VARK model is one of the best known, it is not the only approach to understanding how we learn. There are other theories that broaden our understanding of learning styles, bringing in factors such as cognitive preferences, the diversity of intelligences and practical adaptations. They are worth knowing, although the same caution about the evidence we saw earlier applies to them. Below we explore four notable models:

Kolb’s classification

David Kolb proposed an experiential learning model based on how people process and apply information in their environment. This approach focuses on two main dimensions: how individuals perceive information (concrete experience or abstract conceptualization) and how they process it (active experimentation or reflection). Four learning styles emerge from these combinations:

• Converging: they prefer solving problems and applying practical ideas. They are effective in technical tasks and enjoy challenges where there is a single correct solution.
• Diverging: they are creative, imaginative and excel in situations that call for brainstorming. They value concrete experiences and multiple perspectives.
• Assimilating: they like to theorize, analyze and structure information logically. They tend to be reflective and prefer abstract concepts to immediate practical applications.
• Accommodating: they learn best through action and experimentation. They are practical, flexible and prefer learning by doing rather than only reflecting or theorizing.

It is the model that connects best with experiential learning in online training, because it describes a cycle —experience, reflect, conceptualize, apply— that you can translate directly into the structure of a course.

Herrmann’s brain preference model

Put forward by Ned Herrmann, this model is based on the idea that the brain has four main quadrants that influence how we process information: analytical, practical, relational and experimental. Each person shows a unique combination of brain preferences.

How does this model work in educational practice?

• Analytical: design content with data, facts and detailed analysis. Ideal for logical and numerical tasks.
• Practical: offer structured activities based on clear steps. Useful for projects that require organization and precision.
• Relational: encourage group dynamics and collaborative learning. Appealing to those who look for emotional and social connections in learning.
• Experimental: bring in creativity, exploration and flexibility. Perfect for those who enjoy innovative, unconventional environments.

This model helps you develop balanced activities that address multiple preferences, improving participation and performance.

Gardner’s theory of multiple intelligences

Howard Gardner proposed that there is no single general intelligence, but a range of intelligences that people use to learn and solve problems. According to his theory, every individual has a unique combination of these intelligences.

Intelligences applied to different learning styles

• Linguistic: resources such as readings, writing and discussions are ideal.
• Logical-mathematical: analytical activities, puzzles and mathematical problems stand out.
• Spatial: use maps, diagrams and visualizations to explain concepts.
• Bodily-kinesthetic: design hands-on exercises, simulations and physical activities.
• Musical: bring songs, rhythms and sounds into the lessons.
• Interpersonal: boost teamwork and group discussions.
• Intrapersonal: offer reflection exercises and self-directed learning.
• Naturalistic: create activities related to nature and the environment.

The diversity of this theory makes it possible to design programs that tap into each person’s unique potential.

Felder and Silverman’s model

This model combines dimensions such as sensory perception, the way information is processed and organizational preferences to identify unique learning styles.

Practical adaptations for different environments

• Sensing vs. intuitive: provide concrete examples for sensing learners and abstract concepts for intuitive ones.
• Visual vs. verbal: combine images, charts and diagrams for visual learners with detailed explanations for verbal ones.
• Active vs. reflective: design group activities for active learners and individual exercises for reflective ones.
• Sequential vs. global: structure content linearly for sequential learners and highlight broad connections for global ones.

This approach is especially useful for personalizing educational programs and making sure every learner finds methods that fit their needs.

Common mistakes when applying learning styles in a company

These are the most frequent slip-ups when a training team tries to put learning styles into practice. Spotting them early saves a lot of work.

• Labeling people. Running a test, deciding that someone “is visual” and treating them that way forever. Preferences change with the content, the moment and each person’s prior experience.
• Duplicating the course. Producing four versions of the same content, one per style. It is the most expensive mistake of all and the one with the lowest return.
• Confusing preference with performance. Someone enjoying a video more does not mean they learn more from a video. They are two different metrics and it is the second one worth measuring.
• Using style as an excuse. When a module is always abandoned at the same point, the problem is almost never the learner’s style: it is that the section is confusing, too long or irrelevant.
• Forgetting practice. Varying formats without including opportunities to apply what has been learned turns the course into entertainment. Practice with feedback is what moves the needle.
• Not personalizing where it does matter. The real room for personalized learning lies in each person’s role, starting level and goals, not in their preferred sensory modality.

Factors that influence learning styles

Learning styles are neither fixed nor universal; they are shaped by a range of factors that influence how each person processes, retains and applies knowledge. These factors include personal characteristics, social influences and the impact of technology and the learning environment.

Personal and psychological factors

Individual factors play a crucial role, since every person has a unique way of interpreting and processing information.

• Individual preferences: some people prefer to learn through images, while others do better with sounds, movement or words. These leanings may be linked to prior experiences or simply to personal comfort.
• Innate abilities: aspects such as creativity, logic, problem-solving ability or an ease for connecting concepts also influence how knowledge is absorbed.

Social and cultural factors

The social and cultural context has a significant impact, since it shapes beliefs, values and expectations around education.

• Social environment: support from family, peers and trainers can either encourage or limit access to certain educational resources.
• Culture: some cultures place more value on group and collaborative learning, while others prioritize individual, reflective learning.
• Language and communication: language and communication patterns influence how content is presented and taken in.

Technological and learning environment factors

In the digital age, technology and the learning environment play an increasingly important part in how people engage with knowledge.

• Access to interactive content: educational digital tools have diversified the ways of learning, making it possible to choose methods aligned with each preference.
• Content adaptability: many educational technologies use artificial intelligence to adjust materials to individual needs. Solutions such as isEazy Brain go a step further and adapt the training in real time based on how each person progresses.
• Hybrid and online environments: digital spaces make it possible to combine different formats through interactive activities.

Optimal learning environments for different styles

Choosing the right technology is vital to increase knowledge retention and motivation. There are many e-learning technologies that provide a wide variety of content formats and communication channels you can take advantage of to improve results.

For example, authoring tools such as isEazy Author let you create content with a wide variety of resources that work for all kinds of learners. You can include videos, simulations, exercises and games that work well with kinesthetic and analytical profiles, insert links to external sources such as e-books or websites, and even create charts and infographics for those who rely on the visual.

For those who prefer reading and writing or social learning, training apps such as isEazy Engage or LMS/LXP platforms such as isEazy LMS are ideal environments. Both offer communication channels where learners can interact with others —chats, forums, shared and commented content— and spaces for exchanging knowledge with articles, manuals, PDFs and much more.

When you are looking for the ideal environment, make sure it has the right tools to assess and give constructive feedback, or that it includes self-assessment features.

How to assess and provide feedback for different learning styles

Giving constructive feedback is an integral part of the learning process: it helps evaluate results and, done well, improves motivation and performance.

But assessment should not be the same for everyone. Just as each person learns differently, feedback can also be adapted. In this section you will see how to give each profile the kind of feedback that works best for them:

Feedback for visual learners

Present information clearly, concisely and in an organized way. Emphasize the main points with visual resources such as charts, tables, diagrams or screenshots that include elements highlighted with colors, symbols and icons.

Feedback for auditory learners

Giving feedback verbally, in a conversational and expressive way, is very useful for this profile. Use examples and stories to get your ideas across and show relevance. You can use audio to give feedback personally, while chats and forums are useful for gathering information through conversations.

Feedback for read/write learners

For this profile, your comments should be detailed, precise and logical, with data and references to back them up. Leaning on articles or guides that support your comments is very effective. It is also essential to provide clear guidelines with instructions, recommendations or steps to follow.

Feedback for kinesthetic learners

Here, practical, experiential and motivating feedback works best. The ideal is to use gamification apps such as isEazy Game, which give instant feedback through interactive experiences.

Put these tips into practice and you will see how each person responds better to assessments tailored to the way they work. And remember the nuance from the section on evidence: adapting the channel of the feedback is reasonable and cheap; redesigning the whole program by style is not.

Bringing multiple learning styles together for a holistic education

In an increasingly diverse training environment, bringing multiple learning styles together has become an essential practice. This approach aims to combine different methodologies and resources to offer a complete, inclusive and effective experience.

Strategies for combining different styles

The key lies in flexibility and creativity when designing the experience. Some hybrid and multichannel approaches:

• Multi-format design: combine written materials, diagrams, recordings and hands-on activities within the same module.
• Collaborative projects: bring in group activities where each person contributes from their strengths, such as discussions, diagrams and prototypes.
• Digital platforms: use tools that offer interactive, customizable content, such as simulators, explainer videos and downloadable resources.
• Problem-based learning: design real situations where learners have to research, discuss and apply what they have learned.
• Use of technology: implement solutions that adapt content to individual needs.

Benefits of a holistic education

Holistic education does not just aim to pass on knowledge, but to develop skills, values and competencies that prepare people for real challenges. This is how a combination of styles enriches it:

• Greater commitment and motivation: by adapting to different preferences, it fosters a stronger connection with the content.
• Well-rounded development: by experiencing different methods, strengths are reinforced and new ways of solving problems are discovered.
• Inclusion: the variety of strategies makes sure everyone has access to a rewarding experience.
• Preparation for the real world: it reflects the dynamic nature of everyday learning, where you rarely rely on a single approach.
• Encouraging creativity: exposure to different methods and resources stimulates flexible thinking.

Grupo Puerto de Cartagena is a good example of how all this works off paper. With a very mixed workforce —technical, operational and administrative profiles sharing the same training plan— they opted for a learning experience with varied formats instead of replicating the same course over and over. Find out how they did it →

Adapting to how learning styles are evolving in the digital age

In the digital age, learning styles are evolving as technology reshapes training. Today people engage with interactive tools, online resources, multimedia content and social networks that call for a more flexible approach. Training teams need to adapt by bringing in digital platforms, encouraging collaboration and offering personalized experiences. Blended models, such as blended learning, fit particularly well with this diversity of preferences.

Committing to adaptability and making the most of technology improves engagement, caters to different preferences and prepares teams for what lies ahead. As learning styles keep evolving, adopting digital innovations will be key to effective training.

In short: taking the diversity of preferences into account when planning content and assessments helps maximize learners’ potential, as long as it does not turn into labeling people. Choosing flexible, adaptable learning environments, with tools that support diverse formats and a holistic approach, is essential in the digital age.

Conclusion: from learning styles to multimodal design

Learning styles are a useful tool for thinking about training, as long as they are used in the right direction. We have seen that the VARK model helps you check whether a course always leans on the same format, that Kolb, Herrmann, Gardner and Felder bring complementary perspectives, and that the evidence advises against classifying each person and redesigning the program around them. What does work is simpler and cheaper: explaining each idea in more than one format, bringing theory down to real examples, including short practice with immediate feedback and measuring what is really happening in each module. The question that guides every decision is not how each employee learns, but what format each piece of content calls for.

Putting that into practice depends above all on what you build your courses with. isEazy Author is designed for exactly this: it lets you combine text, video, audio, infographics, simulations and interactive exercises within the same course, without duplicating versions or depending on technical profiles, so every concept can be explained in several ways at once. From there, the rest of the suite reinforces the pieces we have been looking at: isEazy Game for gamified practice with immediate feedback, isEazy LMS to distribute and measure, and isEazy Brain to adapt the pace to how each person progresses. Request a demo and see it for yourself with your own content.