ABSTRACT
Learning styles as originally conceived by Dunn and Dunn (1974), and refined later with Price, measure a learner’s preferred modes for concentration and learning difficult information. Their conception takes into account multiple interacting elements including environmental, sociological, emotional, and physical variables, each with its own sub-factors. Although the number of subfactors has varied from 20 to 24 over the refinement of the sociological and physical elements, the number of variables has remained the same. The environmental variable includes four factors: sound, temperature, light, and seating/furniture design. The sociological variable includes three general factors for adults and four factors for children consisting of learning groups, presence of authority figures, learning in several ways; and for children, motivation from adults. The emotional variable consists of four factors including motivation, responsibility, persistence, and need for structure. Finally, the physical variable is comprised of four overall factors: modality preferences, intake, time of day, and mobility.
