VARK^® FAQ:
Authoritative answers to all your questions

VARK is a questionnaire that helps people think about their learning preferences — the ways they may prefer to take in, work with, and communicate information.

The four VARK modalities are:

• Visual — maps, diagrams, charts, patterns, and symbolic representations
• Aural — discussion, listening, and speaking
• Read/Write — text-based input and output
• Kinesthetic — experience, examples, practice, and real-world application

VARK is designed to encourage reflection and help people develop learning strategies that work well for them. It is not intended to label people or place them into fixed categories.

More than one million people complete the VARK Questionnaire online each year, and VARK is available in many different languages.

For more information, see our Introduction for Learners, or our page on What VARK Is (and Isn’t).

In VARK, “Visual” has a specific meaning. It refers to information presented through:

• diagrams
• charts
• graphs
• maps
• flowcharts
• symbols
• patterns

Visual does not simply mean “anything seen with the eyes.”

For example, photographs, videos, demonstrations, and real-life examples often appeal more strongly to people with a Kinesthetic preference because they show realistic situations and experiences.

A description of each of the four VARK modalities can be found here.

Not usually.

In VARK, the value of a resource depends less on the medium itself and more on how information is presented within it.

For example:

• A documentary full of presentations from experts and discussion may appeal strongly to Aural learners.
• A video showing real-life demonstrations may appeal to Kinesthetic learners.
• A screen full of text may appeal to Read/write learners.
• An animation using diagrams and symbolic representations may appeal to Visual learners.

Many resources combine several modalities at once.

A description of each of the four VARK modalities can be found here.

Many people have preferences that include more than one VARK modality. This is called being multimodal.

For example, someone may prefer:

• Aural and Read/Write together,
• Visual and Kinesthetic together, or
• all four modalities in different situations.

Being multimodal can provide flexibility because people may be comfortable using a range of approaches. However, some multimodal learners also report that they prefer to use several approaches together before they feel confident about new information.

VARK does not suggest that one profile is “better” than another.

For more information, see our page explaining Multimodal Preferences as well as the Multimodal helpsheet.

Yes and No.

Those who are multimodal in their preferences can be more flexible about how they take in and give out information than those with a single preference. They tend to be able to match their preferences with whatever mode(s) are being used.

But many who are multimodal need to have at least two, three, or four modes involved in learning before they are satisfied; that can be a disadvantage. For example, someone with a bimodal Aural/Read/write preference may want to read about it and talk about it with others before they would “trust” the incoming information. This is both a disadvantage and an advantage: learning using multiple modes is likely to take longer, but the resulting understanding is likely to be more complete.

For more information, see our page explaining Multimodal Preferences.

No.

People can learn through all four modalities, regardless of their preferences. VARK does not suggest that people are limited to a single way of learning.

Instead, VARK encourages people to:

• become more aware of their learning habits,
• experiment with strategies,
• build flexibility, and
• use a wider range of approaches when appropriate.

Preferences are only one part of learning. Motivation, prior knowledge, teaching quality, practice, interest, culture, environment, and many other factors also affect learning.

Yes. Most people regularly learn in ways outside their strongest preferences.

When you are in a situation that requires you to use modalities that aren’t within your preferences, it is helpful to also incorporate strategies that align with your preferences, particularly when learning new and complex information. In this way, you can develop confidence using other approaches when needed.

For example, you may be required to give an oral presentation. If you don’t have an Aural preference, you can incorporate other modalities both when planning and when presenting. You can make use of your Visual preference by drawing a diagram to plan your presentation, and your Kinesthetic preference by including concrete, real-world examples in your presentation.

VARK is intended to support flexibility and reflection, not avoidance.

Possibly.

Some people report that their preferences have shifted over time because of:

• education,
• work experiences,
• technology,
• travel,
• hobbies, or
• changes in lifestyle.

Most people do not experience dramatic changes quickly, but small shifts in scores over time are common.

Research into long-term changes in VARK preferences is still limited.

Not directly.

Motivation is a separate and important part of learning. However, people often report being more engaged when they are using approaches that feel natural or effective for them.

VARK focuses on preferences and strategies rather than motivation itself.

No.

VARK focuses specifically on preferences related to learning and communication. It is not designed to measure personality traits, intelligence, ability, or academic potential.

No.

VARK is intended as a starting point for reflection, not a fixed label.

Your VARK preference:

• does not define intelligence,
• does not predict success, and
• does not limit what you can learn or achieve.

Many people use different modalities depending on the situation, subject, or context. Your VARK preference can provide a useful starting point for metacognition—helping you think about how you learn, experiment with different strategies, and become a more active and effective learner.

Simply knowing your preferences does not automatically improve learning.

The value comes from what people do with that information. Many learners use VARK to:

• experiment with new study strategies,
• improve note-taking,
• vary revision approaches,
• communicate more effectively, and
• reflect more deeply on how they learn.

VARK is intended to support metacognition — thinking about one’s own learning processes.

VARK does not claim that people can only learn when information is presented in their preferred modality.

Some researchers argue that there is limited evidence that matching teaching methods to learning preferences consistently improves measurable learning outcomes. VARK acknowledges this debate.

Rather than prescribing one “correct” teaching method, VARK is designed to:

• encourage variety in learning experiences,
• help learners develop strategies,
• promote self-awareness, and
• support communication between learners and teachers.

Learning is complex, and no single factor fully explains why learning succeeds.

For more information, see What VARK Is (and Isn’t), and Adapting Teaching Styles to VARK.

Not necessarily.

Different subjects, tasks, and learning goals naturally lend themselves to different approaches.

However, offering variety can help learners:

• engage with ideas in multiple ways,
• strengthen understanding, and
• build flexibility across modalities.

Often, yes.

For example:

• discussions may appeal strongly to Aural preferences,
• diagrams and flowcharts may support Visual preferences,
• reading and writing tasks may support Read/write preferences, and
• simulations, role-plays, or practical activities may support Kinesthetic preferences.

Most learning experiences involve more than one modality.

Learning is complex and difficult to measure precisely. Researchers continue to debate:

• how learning occurs,
• how learning should be measured, and
• the extent to which preferences influence outcomes.

VARK does not attempt to explain all aspects of learning. Instead, it provides a practical framework for discussing preferences and learning strategies. For more information, see What VARK Is (and Isn’t).

Yes.

Because the VARK Questionnaire allows multiple responses to many questions, it can be difficult to analyse using some traditional statistical methods.

One commonly used measure of reliability is Cronbach’s Alpha. Values above 0.7 are generally considered acceptable for research purposes.

For Version 9.2 of the VARK Questionnaire, the Cronbach’s Alpha values are:

• Visual: 0.7612
• Aural: 0.7577
• Read/write: 0.7823
• Kinesthetic: 0.7304

Research by Dr. Leite (2010), using a different reliability measure on an earlier version of the questionnaire, reported reliability estimates of:

• 0.85 for Visual,
• 0.82 for Aural,
• 0.84 for Read/write,
• 0.77 for Kinesthetic.

These values are generally considered acceptable.

After completing the questionnaire, some users choose to report whether their VARK preference matches their own perception of their learning preferences.

Among respondents aged 19 and older:

• 74% reported a “Match”
• 23% selected “Don’t Know”
• 3% selected “No Match”

Self-report data has limitations, but these results suggest that many people feel their VARK preference reflects their experiences.

The VARK database is not necessarily representative of the general population because participants are self-selected.

Many respondents are:

• students,
• teachers, or
• people already interested in learning and education.

As a result, findings should be interpreted carefully and not assumed to apply universally.

Yes.

VARK can be a useful tool in workplace learning, professional development, onboarding, communication, and teamwork. It encourages people to reflect on how they prefer to take in and work with information, which can help them make better use of training opportunities and collaborate more effectively with others.

For more ideas about where VARK can be used, see VARK in Action: Practical Applications Beyond the Classroom.

VARK can provide a framework for discussing differences in communication and learning preferences.

Team members may discover that some people prefer to talk through ideas, while others prefer written information, practical demonstrations, or visual representations. Recognising these differences can improve communication, reduce misunderstandings, and encourage teams to value diverse approaches.

For more information, see Better Team Collaboration.

No.

VARK was not designed to determine job suitability, assign roles, or evaluate performance. A person’s VARK preferences do not define their abilities, strengths, or potential.

Instead, VARK can be used to support conversations about learning, communication, and professional development.

Yes.

New employees often need to absorb a large amount of information in a short time. Using a variety of approaches—such as written guides, discussions, demonstrations, workplace tours, and opportunities to practise tasks—can help make onboarding more engaging and effective. VARK can help organisations think more broadly about how they present information during induction.

VARK can help trainers, managers, and learning professionals design training that uses a variety of approaches. For example, training might combine diagrams and visual aids (Visual), discussion (Aural), written resources (Read/Write), and hands-on practice (Kinesthetic). Offering multiple ways to engage with content can make learning more accessible and memorable for a wider range of participants.

For more guidance, see Training with VARK.

Some people find VARK useful when reflecting on communication differences at:

• school,
• work,
• home, and
• in teams.

For example, one person may prefer discussing ideas aloud, while another may prefer written information or practical examples.

VARK can provide a shared language for discussing these differences constructively.

For more ideas about where VARK can be used, see VARK in Action: Practical Applications Beyond the Classroom.

Some groups appear to show different patterns in VARK preferences.

For example:

• law students often show stronger Read/Write preferences,
• nursing students may show stronger Kinesthetic preferences, and
• design-related disciplines may include more Visual preferences.

These are general patterns, not rules or predictions about individuals.

Research using VARK data has identified some differences between age groups.

For example:

• Younger people are more likely to have a single preference.
• Younger people are somewhat more likely to include Aural in their preferences.
• Older groups are somewhat more likely to include Visual and/or Read/write in their preferences.
• There is no significant difference between younger and older people in terms of the Kinesthetic modality.

It is unclear whether these differences reflect:

• age-related changes,
• educational experiences,
• cultural shifts, or
• other factors.

Some differences have been observed.

For example:

• Teachers are somewhat more likely to have a single preference, while students are somewhat more likely to include multiple modalities in their profiles.
• Students are more likely than teachers to include Visual, Aural, and/or Kinesthetic in their set of preferences, but there is no significant difference between teachers and students in terms of having Read/write included in their preferences.

These are overall trends rather than strict distinctions.

Some statistical differences have appeared in VARK data sets.

For example, men may be somewhat more likely to include Visual or Aural preferences, while women may be somewhat more likely to include Read/Write or Kinesthetic preferences.

As with all group-level findings, there is substantial variation within individuals.

Possibly, although research remains limited.

Different cultures may emphasize different ways of communicating and learning, including:

• storytelling,
• symbolic representation,
• observation,
• oral traditions, or
• written traditions.

More cross-cultural research is needed in this area.

Children develop preferences gradually as they grow and interact with the world around them.

VARK does not recommend strongly labelling young children according to learning preferences. Preferences may still be developing, and children benefit from exposure to a wide range of experiences and approaches.

For younger children, VARK offers an Observation Sheet designed for use by adults who know the child well, such as:

• parents,
• caregivers,
• teachers, and
• relatives.

The Observation Sheet is intended to be descriptive rather than prescriptive.

Contact us for a copy, but respect the cautions above. Labelling children who are in the early stages of development is not helpful.

VARK has a different focus from these models.

It concentrates specifically on preferences related to learning and communication modalities, whereas other frameworks may focus on:

• personality,
• cognitive development,
• experiential learning, or
• broader theories of intelligence.

Some people find it useful to combine insights from multiple frameworks.