Isn't VARK contested in the research?

Fleming himself calls it a catalyst for reflection, not a strict classification. We use it as an adaptive format choice on top of the same learning goal — not as a locked diagnosis.

What if a pupil hasn't taken the VARK questionnaire?

They get the default variant (usually read/write) until a profile exists. Teachers see which pupils lack a profile.

Can I lock a block so it isn't varied?

Yes — per-block control. If the physical demo or a specific image is the pedagogical point, lock the block to one variant.

What about schools that don't believe in learning styles?

Switch VARK enrichment off at school level. Content Builder still runs as a plain block editor.

VARK enrichment

Content Builder VARK one lesson, four variants

Every block in a lesson automatically gets four variants — visual, aural, read/write, kinaesthetic. Each pupil sees the variant matching their learning style — with no extra work for the teacher. Built on Fleming's VARK catalyst and Mayer's multimedia learning principles.

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Visual variant

Diagrams, drawings and images are generated for visual learners.

Aural variant

Audio explanations and dialogues are generated automatically from the same core content.

Read/write variant

Structured notes, definitions and writing tasks for text-oriented pupils.

Kinaesthetic variant

Hands-on tasks, simulations and movement prompts for kinaesthetic learners.

Per-block control

The teacher can lock a block to one variant only — e.g. If the physical demo is essential.

Automatic per pupil

Pupils see the variant matching their VARK profile — no choice or delay.

In the classroom

Differentiated teaching

A class with very mixed learning styles all get the same core — in their own format.

Inclusion

Pupils with dyslexia or autism automatically get a variant that works for them.

Teacher time

Save hours of manual differentiation — AI does the prep, the teacher facilitates.

Two audiences, one tool

For the mainstream teacher

Keep one plan — four variants run automatically, so differentiation is no longer extra work after hours.

For the SEN/inclusion lead

Dyslexic pupils auto-receive the audio variant, autistic pupils the structured text — without standing out in class.

Works with

Content Builder VARK lesson groups Learning style insights

Research base

Fleming, N. D. & Mills, C. (1992). Not Another Inventory, Rather a Catalyst for Reflection (VARK). To Improve the Academy, 11(1), 137–155
Mayer, R. E. (2020). Multimedia Learning (3rd ed.) — cognitive theory of multimedia learning. Cambridge University Press
Hattie, J. & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112 source
Black, P. & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education, 5(1), 7–74 source
Børne- og Undervisningsministeriet (2024). Fælles Mål — folkeskolens fag og emner. emu.dk source

Frequently asked questions

Ready to try it?

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