Keywords
Multimodal Learning, Learning Preferences, Technology-enhanced Learning, Higher Education, Universal Design for Learning, Digital Pedagogies.
Abstract
Higher education today faces the challenge of addressing the diversity of ways in which students learn, in a context increasingly shaped by digitalization, equity concerns, and the demand for pedagogical innovation. Exploring programs with a strong practical and social dimension, such as Pedagogy and Nursing, makes it possible to understand how multimodality can enhance the quality of learning and professional training. The aim of this study was to identify university students’ multimodal learning preferences and to examine their implications for the integration of digital pedagogies and Universal Design for Learning (UDL). The research followed a quantitative, descriptive, and cross-sectional design. A total of 90 students participated by completing Lynn O’Brien’s 36-item questionnaire administered online. Data were analyzed using both descriptive and inferential statistics, including chi-square tests and independent sample t-tests, to compare learning preferences across programs. Results revealed a strong predominance of the visual channel in both Pedagogy and Nursing, with no significant differences between the two groups (?²=0.01, df=1, p=0.938, Cramér’s V=0.01). This suggests that visual learning resources can serve as a common axis for enhancing multimodal approaches in diverse academic contexts. The study concludes that, even in scenarios characterized by limited resources or sociodemographic inequalities, frameworks such as TPACK, SAMR, and UDL provide feasible pathways to guide pedagogical strategies, strengthen academic leadership, and foster a more inclusive and equitable higher education.
References
Almeqdad, Q. I., Alodat, A. M., Alquraan, M. F., Mohaidat, M. A. y Al-Makhzoomy, A. K. (2023). The effectiveness of universal design for learning: A systematic review of the literature and meta-analysis. Cogent Education, 10(1), 2218191. https://doi.org/10.1080/2331186X.2023.2218191
Appolloni, A., Colasanti, N., Fantauzzi, C., Fiorani, G. y Frondizi, R. (2021). Distance Learning as a Resilience Strategy during Covid-19: An Analysis of the Italian Context. Sustainability, 13(3), 1388. https://doi.org/10.3390/su13031388
Capp, M. J. (2017). The effectiveness of universal design for learning: a meta-analysis of literature between 2013 and 2016. International Journal of Inclusive Education, 21(8), 791–807. https://doi.org/10.1080/13603116.2017.1325074
Chen, C.-H. y Yang, Y.-C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta analysis investigating moderators. Educational Research Review, 26, 71–81. https://doi.org/10.1016/j.edurev.2018.11.001
Coffield, F., Moseley, D., Hall, E. y Ecclestone, K. (2004). Learning Styles and Pedagogy in Post-16 Learning: A Systematic and Critical Review. Learning & Skills Research Centre. https://eprints.ncl.ac.uk/12196
de Moraes Abrahão, V., Vaquero-Diego, M. y Currás Móstoles, R. (2024). University social responsibility: The role of teachers. Journal of Innovation & Knowledge, 9(1), 100464. https://doi.org/10.1016/j.jik.2024.100464
Dikmen, M. y Tuncer, M. (2020). The Effect of Education Based on Learning Style on Academic Achievement. Ege E?itim Dergisi, 21(1), 71–88. https://doi.org/10.12984/egeefd.695452
Dobson, J. L. (2010). A comparison between learning style preferences and sex, status, and course performance. Advances in Physiology Education, 34(4), 197-204. https://doi.org/10.1152/advan.00078.2010
Fleming, N. D. y Mills, C. (1992). Not Another Inventory, Rather a Catalyst for Reflection. To Improve the Academy, 11(1), 137–155. https://doi.org/10.1002/j.2334-4822.1992.tb00213.x
Gaševi?, D., Dawson, S. y Siemens, G. (2015). Let’s not forget: Learning analytics are about learning. TechTrends, 59(1), 64–71. https://doi.org/10.1007/s11528-014-0822-x
Gilakjani, A. P. (2012). Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on English Language Teaching. Journal of Studies in Education, 2(1), 104–113. https://doi.org/10.5296/jse.v2i1.1007
Girón-García, C. y Gargallo-Camarillas, N. (2020). Multimodal and Perceptual Learning Styles: Their Effect on Students’ Motivation in a Digital Environment. The EuroCALL Review, 28(2), 23–38. https://doi.org/10.4995/eurocall.2020.12758
Henderson, C., Beach, A. y Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952–984. https://doi.org/10.1002/tea.20439
López, U. H., Vázquez-Vílchez, M. y Salmerón-Vílchez, P. (2024). The Contributions of Creativity to the Learning Process within Educational Approaches for Sustainable Development and/or Ecosocial Perspectives: A Systematic Review. Education Sciences, 14(8), 824. https://doi.org/10.3390/educsci14080824
Martín-Alguacil, N. y Avedillo, L. (2024). Student-Centered Active Learning Improves Performance in Solving Higher-Level Cognitive Questions in Health Sciences Education. International Medical Education, 3(3), 346–362. https://doi.org/10.3390/ime3030026
Masibo, R. M., Kibusi, S. M. y Masika, G. M. (2024). Gender dynamics in nursing profession: impact on professional practice and development in Tanzania. BMC Health Services Research, 24(1), 1179. https://doi.org/10.1186/s12913-024-11641-5
Mpolomoka, D. L., Beirat, M. A., Mushibwe, C., Chikopela, R. y Phiri, P. (2025). Universal Design for Learning (UDL) in Higher Education Institutions (HEIs): Enablers and Disablers. Journal of Education and Practice, 16(3), 290-304. https://doi.org/10.7176/JEP/16-3-21
Nonaka, I. y Takeuchi, H. (1995). The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press. https://doi.org/10.1093/oso/9780195092691.001.0001
Nonaka, I. y von Krogh, G. (2009). Perspective—Tacit Knowledge and Knowledge Conversion: Controversy and Advancement in Organizational Knowledge Creation Theory. Organization Science, 20(3), 635–652. https://doi.org/10.1287/orsc.1080.0412
O’Brien, L. (1990). Learning Channel Preference Checklist (LCPC). Rockville, MD: Specific Diagnostic Services.
Ogunleye, B., Zakariyyah, K. I., Ajao, O., Olayinka, O. y Sharma, H. (2024). A Systematic Review of Generative AI for Teaching and Learning Practice. Education Sciences, 14(6), 636. https://doi.org/10.3390/educsci14060636
Pascarella, E. T. y Terenzini, P. T. (2005). How College Affects Students: A Third Decade of Research. Jossey-Bass
Ramírez-Cerón, G., López-Barajas, R. y López-Barajas, J. (2021). Principales obstáculos para aprender en casa en tiempos de Covid-19: Estudio de caso de la licenciatura en educación media superior. Revista de Educación a Distancia (RED), 1(1), 1-18.
Ramírez Montoya, M. S. y Burgos Aguilar, J. V. (2012). Movimiento educativo abierto: acceso, colaboración y movilización de recursos educativos abiertos. Módulo. http://hdl.handle.net/11285/577938
Regatto-Bonifaz, J. y Viteri-Miranda, V. M. (2022). Análisis de las estrategias de enseñanza multimodal en los estudiantes universitarios del Ecuador. Veritas & Research, 4(1), 4-15. https://revistas.pucesa.edu.ec/ojs/index.php?journal=VR&page=article&op=view&path%5B%5D=105
Schneider, J., Limbu, B. y Kiesler, N. (2025). Of house of cards and air castles, a deep dive into the fertile fields of educational technologies and technology enhanced learning. Journal of Computing in Higher Education, 37(2), 561-613. https://doi.org/10.1007/s12528-025-09450-8
Summo, V., Voisin, S. y Téllez-Méndez, B.-A. (2016). Creatividad: eje de la educación del siglo XXI. Revista Iberoamericana de Educación Superior, 7(18), 83-98. https://doi.org/10.22201/iisue.20072872e.2016.18.177
Timmis, M. A., Hibbs, A., Polman, R., Hayman, R. y Stephens, D. (2024). Previous education experience impacts student expectation and initial experience of transitioning into higher education. Frontiers in Education, 9, 1479546. https://doi.org/10.3389/feduc.2024.1479546
UNESCO. (2021). Reimagining our futures together: a new social contract for education. UNESCO. https://doi.org/10.54675/ASRB4722
Zhang, Y. y Chen, D. (2025). Enhancing faculty members’ technology-enhanced teaching practices through leadership. Frontiers in Education, 10, 1586296. https://doi.org/10.3389/feduc.2025.1586296
Fundref
No Available.
Crossmark
Technical information
Received: 2025-09-01 | Reviewed: 2025-10-27 | Accepted: 2025-11-04 | Online First: 2026-04-11 | Published: 2026-04-15
Metrics
Metrics of this article
Views: 38099
Abstract readings: 36810
PDF downloads: 1289
Full metrics of Comunicar 77
Views: 459033
Abstract readings: 446071
PDF downloads: 12962
Cited by
Cites in Web of Science
Currently there are no citations to this document
Cites in Scopus
Currently there are no citations to this document
Cites in Google Scholar
Currently there are no citations to this document
Download
Alternative metrics
How to cite
Juan Carlos López Barajas., Adolfo Yakov Castañeda Navarrete., Roberto Carlos López Barajas. (2026). Multimodal Learning Preferences in Higher Education: Implications for Digital Pedagogies and Universal Design for Learning. Comunicar, 34(85). 10.5281/zenodo.19691058
Share
Oxbridge Publishing House
4 White House Way
B91 1SE Sollihul United Kingdom
Administration 
Editorial office
