Learning Styles Influences On Satisfaction and Perceived Learning: Analysis of an Online Business Game

Igor V. C. Batista, Edgard B. Cornachione


This paper aims at verifying the existence of influences of learning styles on satisfaction and perceived learning, considering participants of a Brazilian nationwide online business game (SEBRAE Challenge). The sample consists of 46 undergraduate students (Accounting & Business). After determining each student’s learning style (according to Kolb’s experiential learning theory), we analyzed the differences of satisfaction and perceived learning based on each observed learning style. The findings show that all learning styles proposed by Kolb’s theory were present within the sample, and that no evidences were found in terms of individual learning styles’ influences on satisfaction and perceived learning.

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