Learning styles may play an important role in how students learn. Three primary types of learning styles are visual, auditory and kinesthetic. Visual learners prefer to see information to process and retain it. Auditory learners prefer to listen to or discuss information and kinesthetic, learners use their bodies and movement to take in knowledge. Students can learn through any modality, but some researchers argue they do so most effectively when their particular learning style is accommodated. Several populations of students that may be labeled as underachievers, possibly due to their preferences not matching the classroom environment. Visual and auditory learners are most frequently catered to within the classroom. Seemingly, students with kinesthetic learning preferences are often not given the chance to move and experience lessons. This prevents them from using their preferred style which allows them to concentrate on the task at hand and keeps them challenged. Experiential learning also allows students to connect classroom content to real-world applications. Educators, including school counselors, have a responsibility to educate students, teachers and parents about learning styles. Counselors can also advocate for students with different learning styles. Diversifying teaching and counseling interventions to accommodate student learning styles will help American schools function more effectively. / text

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This study presents three of the many strategies that pupils can use, in order to learn vocabulary. The aim of this essay is to study the combination of three strategies of learning and three methods of teaching, and compare the three different combinations in order to find out which one of them is the most efficient for pupils who learn new vocabulary. The three strategies are visual, auditory and kinesthetic strategies.               This is a pilot study that takes place in a group of students that study Spanish as a foreign language in a Swedish school. Each combination of strategy and method is tested on the group of pupils and thereafter evaluated in a semi-structured, qualitative way that consists of a questionnaire that the students fill in after each combination has been tested.               The results of the study show that, according to the pupils, the visual and the kinesthetic strategies are the most efficient ones for the pupils that participated in the study, whereas the results of the tests that were conducted show that the visual strategy was the most efficient one. The study also concludes that every student needs to find their individual strategy to learn vocabulary in a foreign language.

This diploma thesis is aimed at the possibilities of the usage of physical activities in chemistry education. The theoretical part of this thesis contains the analysis of RVP ZV and RVP G, especially the content of the movement. This part is also focused on the physical activities, the types and styles of learning, especially on the kinesthetic learning style, and the motivation of pupils. The practical part of this thesis is focused on the finding of usage physical activities by teachers of chemistry. These data are obtained through interviews with chemistry teachers. These teachers also evaluated the created chemistry physical activities, which are presented in the diploma thesis. The chemistry physical activities also includes methodological instructions for users.

<p>Our generation is currently at the juncture of the fourth industrial revolution - Industry 4.0. Emergent technology such as Augmented Reality (AR), Internet of Things (IoT), Artificial Intelligence (AI), cloud computing, big data, and ore are at the center of this. Amidst all these, the concept of  digital Twinning is a promising technology for realizing Industry 4.0. Simply put, a Digital Twin is a virtual representation of a real task, action, or object. This thesis explores the parameters and details required to generate a Digital Twin. Using these insights, we propose two applications that utilize digital twinning - EditAR and AnnotateXR. EditAR is an AR workflow for authoring kinesthetic instructions for spatial tasks. AnnotateXR is an Extended Reality (XR) workflow for automating data annotation to support multiple Computer Vision (CV) applications. We evaluate these systems through user studies and report the results on the usability and viability of these workflows. From an evaluation study, EditAR received an average system usability score (SUS) of 82.0. Over the course of a user study, using AnnotateXR, users were able to generate a total of 112,737 semantically segmented images and 144 videos annotated for action segmentation in 66.55 minutes. AnnotateXR received an average SUS score of 91.0.</p>