Use of the VARK Model for Students of an Undergraduate Course in Systems Analysis and Development

Use of the VARK Model for Students of an Undergraduate Course in Systems Analysis and Development

Isabela Nardi da Silva (Universidade Federal de Santa Catarina, Brazil), Simone Meister Sommer Bilessimo (Universidade Federal de Santa Catarina, Brazil) and Juarez Bento da Silva (Universidade Federal de Santa Catarina, Brazil)
DOI: 10.4018/978-1-7998-1662-1.ch003

Abstract

The VARK model (visual, aural, read/write, and kinesthetic) is one of the tools to identify learning styles. This study presents the results of student performance in a Systems Analysis and Development undergraduate course after the application of the VARK questionnaire. The class was divided: half would respond to the questionnaire and perform activities tailored to their learning profile while the other half would only perform a standardized activity. In the end, everyone should answer the same three questions in order to analyze the impact of personalized learning. It was possible to see that students who performed the activity in a personalized way obtained better income than those who did not respond to the questionnaire. So, it is possible to realize that the VARK model is effective, and it is a good practice to be used in classroom because it makes the students learn better since they will perform an activity that matches their profile learning.
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Material And Methods

The subject selected was Introduction to Informatics, in the first semester of the course, and consisted of 45 students. The methodology was applied in order to identify the learning preference profile of each student, in order to make classes more personalized. In this way, the class was divided into two groups: the group that did not take the questionnaire to identify their profile and only did an individual activity that would be identical for all of that group; the group that did the questionnaire, each one being embedded in a certain learning profile.

For each learning profile, a differentiated activity was elaborated, where an action should be carried out, and then answering a series of questions that were identical for all, even for those who did not respond to the questionnaire. Visual profile students should watch a video to be able to answer questions; students of the aural profile should discuss among colleagues and with the teacher; students of the read / write profile should read a text; students of the kinesthetic profile should perform a practice in the classroom.

The figure below presents the phases of the research:

Figure 1.
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Source: Authors

In Appendix 2, it is available the activity all the students had access in the Virtual Learning Environment of the Institute, where they could read instructions about their activities. The fluxogram below explain what they could do:

Figure 2.
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Source: Authors

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