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A review of Kolb’s learning styles in the context of emerging interactive learning environments

Wang, Rui and Newton, Sidney 2012, A review of Kolb’s learning styles in the context of emerging interactive learning environments, in AUBEA 2012 : Proceedings of the 37th International Conference of the Australasian Universities Building Educators Association, University of New South Wales, Sydney, N.S.W., pp. 191-199.

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Title A review of Kolb’s learning styles in the context of emerging interactive learning environments
Author(s) Wang, RuiORCID iD for Wang, Rui orcid.org/0000-0002-6600-6937
Newton, Sidney
Conference name Australasian Universities Building Educators Association. International Conference (37th : 2012 : Sydney, New South Wales)
Conference location Sydney, New South Wales
Conference dates 2012/07/04 - 2012/07/06
Title of proceedings AUBEA 2012 : Proceedings of the 37th International Conference of the Australasian Universities Building Educators Association
Editor(s) Kamardeen, I.
Newton, S.
Lim, B.
Loosemore, M.
Publication date 2012
Conference series Australasian Universities Building Educators Association International Conference
Start page 191
End page 199
Total pages 8
Publisher University of New South Wales
Place of publication Sydney, N.S.W.
Keyword(s) experiential learning
interactive learning environments
learning contexts
learning styles
Summary The influential work of David A. Kolb in the 1980’s ranged the learning styles of each individual across two related approaches to experiencing the world (Concrete Experience and Abstract Conceptualisation) and two related approaches to converting experience into understanding (Reflective Observation and Active Experimentation). Whilst there have been many critiques of Kolb’s and related work on learning styles, the conceptualisation remains compelling and is still widely applied. However, what happens to Kolb’s experiential learning theory when the learning context for concrete experience and active experimentation is a virtual one? How is the learning experience affected by technologies that adopt particular abstract conceptualisations and promote specific reflective observations? These are two of the critical potential impacts of emerging interactive learning environments (such as serious video games) on the learning style models derived from Kolb’s work. This paper reviews and critiques Kolb’s experiential learning theory, and the principal models of learning it has spawned, from a primarily learning contexts perspective. Learning contexts represent the predominant consideration when considering the design and development of an interactive learning environment.
ISBN 9780646581279
Language eng
HERDC Research category E1.1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2012, The Authors
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30087756

Document type: Conference Paper
Collections: School of Architecture and Built Environment
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.