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The Myth that only one universal Learning Style exists: the case of digital games

HowardGardner-quoteseLearningworld Weekly ReviewOm myten att bara en universell inlärningsstil existerar: Fallstudie Digitala Spel

Two fundamental approaches are apparent in the research of pedagogy and learning: The systemic top-down approach and the humanistic bottom-up approach. Both these approaches have great relevance for developing and improving education. However, from a systemic approach a myth is spreading that tries to conquer Howard Gardner and his followers’ findings about the fact that people have different learning styles. It takes much more than Paul Howard-Jones, professor of neuroscience and education at Bristol University, and others vague assumptions to kill what 93% of UK teachers and 96% of Netherland teachers (probably similar figures in other countries) from their professional experience finds is true.

Obstacles to personalised learning: The case of computer games

In the thesis ”Unpacking Digital Game-Based Learning. The complexities of developing and using educational games”, Björn Berg Marklund, researcher of digital learning games at the university college of Skövde is using a systemic approach to the use of games in education. His conclusion is that the school in general does not have the resources and established structures and work-processes that are required to make digital games effective for learning. Some of the reasons for this conclusion is that pupils on very different skill-levels when it comes to playing games and because there has been too much focus on the games in itself and too little on the actual learning environment.  However, there are according to Björn Berg Marklund solutions to make games useful in education.

An including systemic approach to using games in education

Besides exploring what is happening between the pupil and the computer the research also has to focus on organisations, environments and work-processes. Since a successful learning-process when using games demands a collaborative environment between teacher and pupil as well as teacher/school and game producer. In such perspective the game is only a small part in a bigger context where playing the game is important but the context, teaching and development that surrounds the game is equally important. Since pupils finds digital games very engaging and Björn Berg Marklund finds in his research that a big majority of the teachers is positive to use games in education we for second turn the perspective to bottom up.

Then the teacher would use her professional skills to select which game to use and how to create the learning environment often in collaboration with other teachers and learning game producers. Such learning environment should focus on individual learning paths from pupil’s learning styles, which basically origins from Howard Gardner’s nine types of intelligence. This form the foundation of an excellent personalised and engaging learning environment far from one size fits all approach of the mythologists that denies the existence of different learning styles.

Written by
LarsGoran Bostrom©

Source:
Frames of Mind – the theory of multiple intelligences by Howard Gardner

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The concept of different “learning styles” is one of the greatest neuroscience myths

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