Sensory preferences: traditional VARK versus VARK-MM multimedia platform
Abstract
This study examined how a multimedia platform (VARK-MM) influences the sensory learning preferences of undergraduate students in the Computer Systems area, in comparison to the traditional VARK questionnaire. Using a descriptive, cross-sectional, and quantitative design, 299 students from three public institutions in Mexico were surveyed using the VARK questionnaire and two instruments derived from VARK-MM, focusing on databases courses and programming courses. Both instruments demonstrated high reliability and validity, revealing significant differences in auditory and reading preferences compared to the VARK questionnaire. The results showed a significant decline in auditory preference alongside an increase in the read/write modality for both Databases (from 0.292 to 0.221 and 0.175 to 0.252, respectively) and Programming (from 0.298 to 0.222 and 0.175 to 0.257). The use of multimedia appears to influence sensory preferences and suggests a transformation in students, shifting from linear recipients of information to active learners, a process enhanced by the interactivity and visual impact of contemporary media. The platform received high acceptance (84 %) and was positively evaluated as a learning tool. This study concludes that integrating interactive content into education is essential and that the VARK-MM platform can be adapted to various subjects, serving as a diagnostic tool to identify learning preferences for a specific course.
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