Testing the meshing hypothesis in prospective teachers: Are there effects of matching learning style and presentation mode on learning performance and on metacognitive aspects of learning?

Abstract Learning styles are a popular concept in the educational field, although there is no empirical evidence that matching learning materials to an individual’s learning style actually enhances learning outcomes (the so called meshing hypothesis). In this online study, the meshing hypothesis was tested in a sample of prospective teachers ( N = 222) employing the revised Verbalizer-Visualizer Questionnaire (VVQ-R). In a between-subjects design, participants were presented with either visual or verbal learning materials (figures vs. texts) of the same content based on actual course material. There was no significant interaction between presentation mode and learning styles on learning outcome, revealing no advantage of matching learning style and presentation mode. Similarly, learning styles did not predict judgements of learning (JOL) or confidence ratings for the matching presentation mode. In sum, the study provides further evidence that considering learning style in teaching methods such as presentation mode is not beneficial. Importantly, the present study used ecologically valid learning materials and a sufficiently powered sample. Moreover, as in previous studies, attitudes towards learning styles and their implementation in the classroom were very positive in the present sample. Teaching about the theoretical and empirical background of learning styles somewhat decreased these positive attitudes.