In spite of its importance, learning style is a factor that has been largely ignored in the design of educational software. Two issues concerning a specific set of learning styles, described by Honey and Mumford (1986), are considered here. The first relates to measurement and validity. This is discussed in the context of a longitudinal study to test the predictive validity of the questionnaire items against various measures of academic performance, such as course choice and level of attainment in different subjects. The second issue looks at how the learning styles can be used in computer‐based learning environments. A re‐examination of the four learning styles (Activist, Pragmatist, Reflector and Theorist) suggests that they can usefully be characterized using two orthogonal dimensions. Using a limited number of pedagogical building blocks, this characterization has allowed the development of a teaching strategy suitable for each of the learning styles. Further work is discussed, which will use a multi‐strategy basic algebra tutor to assess the effect of matching teaching strategy to learning style
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