Digital tools for using adaptive educational content based on the VAK learning style

Abstract

This research analyzed the relationship between visual, auditory, and kinesthetic (VAK) learning styles, the use of digital tools, and adaptive educational content among second-year high school students at the Calasanz Fiscomisional Educational Unit. Using a quantitative approach, the Visual, Auditory, and Kinesthetic questionnaire and a Likert-type survey were applied to identify predominant learning styles and evaluate perceptions of the use of digital resources. The results revealed that, although there is a diversity of styles, the visual style is highly valued in activities such as memorization, problem-solving, content presentation, and individual study. Likewise, there was widespread acceptance of interactive platforms, educational videos, and mobile applications, which promote student comprehension and motivation. The correlation between visual style and the use of digital tools proved to be significant, reinforcing the need to incorporate visual and interactive materials into teaching practices. However, limitations in the systematic adaptation of digital content to individual preferences were also identified, suggesting opportunities for improvement in teacher training and instructional design. In conclusion, the importance of planning educational strategies that integrate adaptive technologies and respond to students' learning styles was highlighted, promoting more inclusive, personalized, and effective teaching.