Students express a wide range of preferences for learning environments. We are trying to measure the manifestation of learning styles in various learning environments. In particular, we are interested in performance in an environment that disagrees with the expressed learning style preference, paying close attention to social (group vs. individual) and auditory (those who prefer to learn by listening) environments. These are particularly relevant to activity-based curricula which typically emphasize group-work and de-emphasize lectures. Our methods include multiple-choice assessments, individual student interviews, and a study in which we attempt to isolate the learning environment.

Date of creation, presentation, or exhibit



This is the pre-print of an paper published by the American Institute of Physics. The final, published version is located here: Copyright 2004 American Institute of Physics.

arXiv:physics/0608296v1 [physics.ed-ph]

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works in February 2014.

Document Type

Conference Paper

Department, Program, or Center

School of Physics and Astronomy (COS)


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