Effect of Aphantasia on Academic Achievement and Learning Styles in Higher Education

Abstract

This investigation targets to clarify Learning Styles (LSs) of aphantasic and non-aphantasic higher education students/graduates in accordance with Vermunt Learning Style Model and to LSs of the participants according to their demographic characteristics such as gender and age. Model of study is relational screening and research was carried out online with 260 volunteer participants. "Vermunt Learning Styles Inventory" was utilized to determine LSs of two separate groups with and without aphanatic. Although there are many studies on the LSs in literature, there are very limited study on the Vermunt Learning Style. Differences were found in the learning orientation and academic success of aphantasic people compared to non-aphantasic people. It was concluded that academic achievements of aphantasic participants were higher than the academic achievements of the non-aphantasic participants. When literature is examined, there is no research to examine level of imagination in terms of the LSs and academic success. Therefore, it is thought that the studies to be carried out by expanding scope with different sample groups will contribute to the aphantasic individuals, students and educators with this research. More studies can be done on this subject and experiments can be made for its use in the field of guidance.