Home All Issues Issue articles Previous article

Reconsidering Learning Styles in the Age of Artificial Intelligence: A Critical Review and Conceptual Discussion

Cumhur Sancaktar Selamet 1 *
1 Independent Researcher, TURKIYE* Corresponding Author
Interdisciplinary Educational Technology, 2(1), 2026, e108, https://doi.org/10.71176/interedtech/18570
Publication date: May 18, 2026
Conceptual Article
Open Access Open Access
Download PDF

ABSTRACT

Learning styles have long been widely used in the educational literature to explain individual differences and to support the personalization of instruction. However, these approaches have been subject to significant empirical and theoretical criticism in recent years, largely due to the assumption that learning styles represent stable and instructionally dominant characteristics. At the same time, the rapid proliferation of artificial intelligence (AI)-supported learning environments has necessitated a reconsideration of learning as an adaptive, contextual, and process-oriented phenomenon. In this context, how AI structures learning experiences and what this implies for the concept of learning styles remain conceptually underexplored. The aim of this study is to critically reexamine the learning styles literature in the age of AI and to discuss how AI-mediated learning environments transform this concept. The study reviews classical approaches to learning styles and the major critiques directed at them, and then examines the underlying logic of personalization in AI-based adaptive learning systems. In the critical discussion, it is argued that the widespread claim that AI “changes” learning styles is based on assumptions that treat learning styles as fixed traits. Instead, learning in AI-supported environments is conceptualized as a dynamic, context-sensitive, and temporally evolving process. The paper proposes that learning styles should be reconceptualized not as stable individual traits but as dynamic learning orientations that emerge within AI-mediated learning processes. It is suggested that this conceptual shift provides a more explanatory framework for understanding learning in contemporary educational contexts and offers important implications for instructional design and future empirical research.

KEYWORDS

learning styles artificial intelligence adaptive learning learning orientations personalized learning

CITATION (APA)

Selamet, C. S. (2026). Reconsidering Learning Styles in the Age of Artificial Intelligence: A Critical Review and Conceptual Discussion. Interdisciplinary Educational Technology, 2(1), e108. https://doi.org/10.71176/interedtech/18570
Harvard
Selamet, C. S. (2026). Reconsidering Learning Styles in the Age of Artificial Intelligence: A Critical Review and Conceptual Discussion. Interdisciplinary Educational Technology, 2(1), e108. https://doi.org/10.71176/interedtech/18570
Vancouver
Selamet CS. Reconsidering Learning Styles in the Age of Artificial Intelligence: A Critical Review and Conceptual Discussion. Interdisciplinary Educational Technology. 2026;2(1):e108. https://doi.org/10.71176/interedtech/18570
AMA
Selamet CS. Reconsidering Learning Styles in the Age of Artificial Intelligence: A Critical Review and Conceptual Discussion. Interdisciplinary Educational Technology. 2026;2(1), e108. https://doi.org/10.71176/interedtech/18570
Chicago
Selamet, Cumhur Sancaktar. "Reconsidering Learning Styles in the Age of Artificial Intelligence: A Critical Review and Conceptual Discussion". Interdisciplinary Educational Technology 2026 2 no. 1 (2026): e108. https://doi.org/10.71176/interedtech/18570
MLA
Selamet, Cumhur Sancaktar "Reconsidering Learning Styles in the Age of Artificial Intelligence: A Critical Review and Conceptual Discussion". Interdisciplinary Educational Technology, vol. 2, no. 1, 2026, e108. https://doi.org/10.71176/interedtech/18570

REFERENCES

  1. Adhikari, C., Das, P. K., & Das Biswas, S. (2025). AI in higher education: An analysis of ChatGPT's impact on scholarly communication. Educational Point, 2(2), Article e137. https://doi.org/10.71176/edup/17641
  2. Agustino, R., & Pertiwi, S. (2021). Estimation of the relationship between learning styles inventory and online learning during the pandemic. Conference Series, 3(1), 551-560. https://adi-journal.org/index.php/conferenceseries/article/download/390/327
  3. Aslaksen, K., & Lorås, H. (2018). The modality-specific learning style hypothesis: a mini-review. Frontiers in Psychology, 9, Article 1538. https://doi.org/10.3389/fpsyg.2018.01538
  4. Baker, R. S., & Inventado, P. S. (2014). Educational data mining and learning analytics. In J. A. Larusson & B. White (Eds.), Learning analytics (pp. 61–75). Springer. https://doi.org/10.1007/978-1-4614-3305-7_4
  5. Biggs, J. (1993). What do inventories of students’ learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology, 63(1), 3–19. https://doi.org/10.1111/j.2044-8279.1993.tb01038.x
  6. Chukwu, C. O., Chukwu, J. C., & Odey, F. A. (2026). AI-powered learning tools on measurement of student engagement across academic disciplines: Implications of age and gender. Educational Point, 3(1), Article e144. https://doi.org/10.71176/edup/17782
  7. Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Learning and Skills Research Centre. https://www.leerbeleving.nl/wp-content/uploads/2011/09/learning-styles.pdf
  8. Cuevas, J. (2015). Is learning styles–based instruction effective? A comprehensive analysis of recent research on learning styles. Theory and Research in Education, 19(3), 316–336. https://doi.org/10.1177/1477878515606621
  9. Dalmolin, A., Mackeivicz, G., Pochapski, M., Pilatti, G., & Santos, F. (2018). Learning styles preferences and e-learning experience of undergraduate dental students. Revista de Odontologia da UNESP, 47(3), 175–182. https://doi.org/10.1590/1807-2577.05118
  10. Dede, C. (2014). The role of digital technologies in deeper learning. Students at the Center: Deeper Learning Research Series. Jobs for the Future. https://files.eric.ed.gov/fulltext/ED561254.pdf
  11. Dunn, R., & Dunn, K. (1993). Teaching secondary students through their individual learning styles: Practical approaches for grades 7–12. Allyn & Bacon.
  12. Entwistle, N. J. (2013). Styles of learning and teaching: An integrated outline of educational psychology for students, teachers and lecturers. David Fulton Publishers. https://doi.org/10.4324/9781315067506
  13. Gencel, İ. E., & Erdoğan, M. (2022). Kolb’un yenilenen öğrenme stili sınıflamasına ilişkin bir inceleme [A review of Kolb’s revised learning style classification]. Yaşadıkça Eğitim, 36(3), 813–833. https://doi.org/10.33308/26674874.2022363492
  14. Graesser, A. C., Conley, M., & Olney, A. (2012). Intelligent tutoring systems. In K. R. Harris, S. Graham, & T. Urdan, A. G. Bus, S. Major, & H. L. Swanson (Eds.), APA educational psychology handbook, Vol. 3. Application to learning and teaching (pp. 451–473). American Psychological Association. https://doi.org/10.1037/13275-018
  15. Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign. https://curriculumredesign.org/wp-content/uploads/AIED-Book-Excerpt-CCR.pdf
  16. Kirschner, P. A. (2017). Stop propagating the learning styles myth. Computers & Education, 106, 166–171. https://doi.org/10.1016/j.compedu.2016.12.006
  17. Kirschner, P. A., & Hendrick, C. (2024). How learning happens: Seminal works in educational psychology and what they mean in practice (2nd edition). Routledge. https://doi.org/10.4324/9781003395713
  18. Kirschner, P. A., & van Merriënboer, J. J. G. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169-183. https://doi.org/10.1080/00461520.2013.804395
  19. Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193–212. https://doi.org/10.5465/amle.2005.17268566
  20. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
  21. Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson Education. https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/about-pearson/innovation/open-ideas/IntelligenceUnleashedSPANISH.pdf
  22. Messick, S. (1994). The matter of style: Manifestations of personality in cognition, learning, and teaching. Educational Psychologist, 29(3), 121-136. https://doi.org/10.1207/s15326985ep2903_2
  23. Nancekivell, S. E., Shah, P., & Gelman, S. A. (2020). Maybe they’re born with it, or maybe it’s experience: Toward a deeper understanding of the learning style myth. Journal of Educational Psychology, 112(2), 221-235. https://doi.org/10.1037/edu0000366
  24. Newton, P. M., & Salvi, A. (2020). How common is belief in the learning styles neuromyth, and does it matter? A pragmatic systematic review. Frontiers in Education, 5, Article 602451. https://doi.org/10.3389/feduc.2020.602451
  25. OECD. (2023). OECD Digital education outlook 2023: Towards an effective digital education ecosystem. OECD Publishing. https://www.oecd.org/content/dam/oecd/en/publications/reports/2023/12/oecd-digital-education-outlook-2023_c827b81a/c74f03de-en.pdf
  26. Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119. https://doi.org/10.1111/j.1539-6053.2009.01038.x
  27. Selamet, C. S. (2026). AI-supported education and teachers’ perspectives: Pedagogical transformation or loss of control? Educational Point, 3(1), Article e153. https://doi.org/10.71176/edup/18454
  28. Sidekli, S., & Akdoğdu, E. (2018). Öğrenme stillerinin sınıf öğretmeni adaylarının akademik başarılarını yordama gücü [The predictive power of learning styles on the academic achievement of preservice primary school teachers]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(2), 503–517. http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/2454-published.pdf
  29. Sternberg, R. J., & Zhang, L. F. (2001). Perspectives on thinking, learning, and cognitive styles. Routledge. https://www.routledge.com/Perspectives-on-Thinking-Learning-and-Cognitive-Styles/Sternberg-Zhang/p/book/9780805834314
  30. VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197–221. https://doi.org/10.1080/00461520.2011.611369
  31. Varışoğlu, M. C. (2018). Türk dili ve edebiyatı öğretmeni adaylarının öğrenme stilleri: Gaziosmanpaşa Üniversitesi örneği [Learning styles of Turkish language and literature preservice teachers: The case of Gaziosmanpaşa University]. Ekev Akademi Dergisi, 22(73), 573-584. https://dergipark.org.tr/en/download/article-file/2554823
  32. Woolf, B. P. (2010). Building intelligent interactive tutors: Student-centered strategies for revolutionizing e-learning. Morgan Kaufmann. https://booksite.elsevier.com/samplechapters/9780123735942/Sample_Chapters/01~Front_Matter.pdf
  33. Yavuzalp, N., & Gürol, M. (2017). E-öğrenme ortamında kullanılan öğrenme stillerinin web kullanım madenciliği ile analizi [Analysis of learning styles used in e-learning environments through web usage mining]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(2), 987-1015. https://doi.org/10.17240/aibuefd.2017.17.30227-326611

LICENSE

Creative Commons License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.