Understanding the complexities of visual and verbal learners

Abstract

As part of a larger experiment, we performed a factor analysis on eight measures of the verbalizer-visualizer dimension of learning. Our goal was to partially replicate Mayer and Massa’s (2003) finding that the verbalizer-visualizer dimension is multifaceted. Another aim was to expand on the work done by Mayer and Massa by including measures of performance on a computer-based simulation task that included both visual and spatial elements. In general, we found support for the multifaceted nature of the verbalizer-visualizer construct. Results have implications for how to measure the verbalizer-visualizer construct.

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