Visual Learner, Metacognitive Judgments, and Learning Comprehension


Britta Schwab

Document Type


Degree Name

Master of Science (MS)


Educational Psychology

Date of Award

Spring 2022


Given the popularity of learning style theory and the lack of evidence of desirable learning outcomes, it is very important to study the interactions of learning style preference, metacognitive judgments, and learning comprehension in dynamic online learning environments. The purpose of this study was to investigate whether and how people with varying visual learning preferences would (a) benefit from images indicating conceptual relationships and (b) generate accurate metacognitive judgments and enhanced learning outcomes. In particular, the researcher examined whether receiving instructions matching the visual learning preference (measured using the revised Object-Spatial Imagery and Verbal Questionnaire; Blazhenkova & Kozhevnikov, 2009) would result in learners’ inflating metacognitive judgments. The researcher randomly assigned participants to a PowerPoint lecture condition: text-only, with images to mark conceptual relationships, or with images that do not mark conceptual relationships. Multiple regression analysis will be performed using visual learning preference scores and lecture condition as predictor variables on metacognitive judgments and learning comprehension scores as criterion variables, respectively.


Shulan Lu

Subject Categories

Education | Educational Psychology