Visual Learning Style: Self-Assessment and Study Strategies
This paper explores the concept of learning styles and presents a personal self-assessment using the DVC Learning Style Survey. Drawing on Denig's (2004) framework of eight intelligences — linguistic, logical-mathematical, spatial, kinesthetic, musical, interpersonal, intrapersonal, and naturalistic — the paper identifies the author's dominant visual/verbal learning style. It describes the strengths and challenges associated with this style, including a preference for written instructions and visual presentations alongside difficulty following oral directions. The paper concludes with practical strategies for both learners and instructors to support visual learners in academic settings.
- Introduction: Defines learning styles and Denig's eight intelligences
- Test and Assessment: DVC survey identifies visual/verbal learning style
- Learning Style Characteristics and Challenges: Strengths and difficulties of visual/verbal learners
- Educational Habits and Strategies: Practical strategies for learners and instructors
- Conclusion: Summary of visual learning style and key strategies
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What makes this paper effective
- The paper grounds its personal reflection in an established academic framework (Denig's eight intelligences), lending credibility to an otherwise subjective self-assessment.
- It moves logically from theory to assessment to practical application, giving the reader a clear sense of cause and effect between learning style identification and strategy selection.
- The strategies proposed are concrete and actionable — color coding, flash cards, stick-it notes — rather than vague generalizations, making the paper practically useful.
Key academic technique demonstrated
This paper demonstrates the use of a validated assessment tool (the DVC Learning Style Survey) as the evidentiary foundation for a personal academic argument. Rather than making unsupported claims about one's own learning preferences, the author anchors self-reflection in test results and scholarly citation, modeling how first-person analysis can still meet academic standards.
Structure breakdown
The paper follows a five-section structure: an introduction that defines learning styles and introduces Denig's intelligence framework; a test-and-assessment section reporting survey results; a section on personal strengths and challenges as a visual/verbal learner; a strategies section addressing both individual habits and instructor accommodations; and a brief conclusion summarizing key takeaways. This mirrors a standard reflection-paper format common at the undergraduate introductory level.
Introduction
There are many styles of learning, and each individual has a particular style depending on their intelligence level, environment, and overall personality. Learning styles can be broadly classified into three kinds: visual, auditory, and tactile. Because learning styles differ widely from one individual to another, Denig (2004) identified eight parameters, or intelligences, that should be taken into account: linguistic, logical-mathematical, spatial, kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. With these parameters in mind, one can identify his or her preferred learning style.
Multiple intelligence and learning style tests have been designed by professionals who take many of the above-mentioned intelligences into account, and these assessments help individuals better understand their own approach to learning.
Test and Assessment
The learning style test I took is the DVC Learning Style Survey. Based on my answers to the questions presented, my learning style was determined to be the visual/verbal learning style. I chose this test because the results would help me identify my strengths as a learner and show me how to use those strengths productively. Identifying my unique style also helps me become a better student, and in the future it can help me connect more easily with people who share similar learning strengths.
Learning Style Characteristics and Challenges
I learn best when information is presented to me visually or as a set of written instructions. I am most comfortable when an instructor uses the board to present information or when I read independently from a textbook. My class notes and other written materials also help me learn more effectively. Studying on my own is my preferred approach, and I do not perform as well in group study settings. An additional strength is that I can visualize a great deal of information — especially numbers — in my "mind's eye," which helps me retain it more reliably.
One of the primary challenges I face as a learner is a limited ability to follow instructions delivered orally. For example, I have difficulty following directions to a location unless they are provided on a map or written out. This reflects a broader pattern in which visual learners tend to rely on spatial and written cues rather than spoken or auditory input.
Conclusion
Each individual has a different learning style, broadly classifiable as visual, auditory, or tactile. It is worthwhile to understand one's own learning style and to apply strategies that will strengthen learning abilities and overall productivity. My learning style is visual/verbal, and I benefit from strategies such as sticky notes, flash cards, color coding, and written materials to enhance my learning skills.
References
Denig, S. (2004). Multiple intelligences and learning styles: Two complementary dimensions. Teachers College Record, 106(1), 96–111.
No author. (2000). DVC Learning Style Survey. Retrieved from
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