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In accounting education studies, there is increasing interest in using teaching visual tools and contents. However, research about the pedagogical benefits of visual in education is still limited. This paper aims to contribute to the debate by providing evidence on the extent to which the visual represents a relevant learning preference of accounting students.

The paper adopted the visual, aural, read/write, and kinesthetic questionnaire as a tested means to study the learning preferences of accounting students. The empirical study is based on a survey conducted with undergraduate and postgraduate accounting students.

The results show that visualization appears to be the less-relevant learning preference of students. This result is not in line with the emergent discussion in accounting education literature, which examines how visual tools can improve the presentation of accounting information. This opens the debate about the potential use of visual tools in teaching accounting. Besides, gender and origin of students (national vs international) appeared as relevant factors in explaining a greater visual learning preference.

This paper attempts to contribute to the accounting literature by providing evidence on the extent to which the visual represents the relevant learning preferences of accounting students. In addition, given that most of the literature on students’ learning preferences are based on Anglo-Saxon contexts, the authors provide evidence from a Latin country.

This study considers the impact of an experiential visual-based learning pedagogy on students undertaking a business start-up module. The current undergraduate student is different with a dependency culture on a range of electronic media (e.g. mobile phone, laptop, tablets) underpinning their existence. The term ‘digitally demanding’ has been coined to describe such individuals. Such individuals think and act in a different way expecting immediate personal solutions to problems they encounter. Thus, there is a need to challenge their mindsets and thought processes to think in a creative and innovative manner to identify appropriate decisions. Educational pedagogy requires a significant mind shift to create enterprising and creative individuals for the modern organisation. The focus of this study is upon enabling students to develop a valid and robust business idea through use of visual learning methods that is described here as ‘rapid entrepreneurial action’.

It has become evident that students have diverse preferred learning styles and effective instructors must design and deliver courses to meet the needs of those students. This study investigates the four physiological learning styles of visual, aural, read‐write and kinesthetic as they apply to online education. Findings suggest that online students are more likely to have stronger visual and read‐write learning styles. Further, read‐write learners and students that were strong across all four learning styles were likely to evaluate course effectiveness lower than other students while aural/readwrite learners and students that were not strong on any learning style were more likely to evaluate course effectiveness higher than other students.

The purpose of this study is to evaluate student visual literacy skills using the newly designed visual literacy framework and visual literacy (VL) scale.

It includes a newly designed framework, a self-reporting questionnaire and a scale to evaluate an individual's VL skills and overall competency. The self-reporting questionnaire consists of 13 items with a five-point Likert scale.

The newly developed VL skill scale assessed the Fiji students’ competency (i.e. identify, understand, evaluate and communicate using visuals). The mean for the 13 items on VL skills showed average results, but 46.33% recorded high visual literacy competencies. The multiple linear regression analysis outcomes showed all 13 skills demonstrated significant contributions to becoming visually literate.

The limitation of this study is that the questionnaire is self-reporting, so the evaluation can be highly rated. The implications are that relevant stakeholders will be able to devise strategies and content to improve visual literacy in Fiji.

Images are playing an important role today, especially after COVID-19, which forced the education system to go online. Online learning involves a lot of visuals, and as such, visual literacy is important to students so that they can successfully learn online. This paper brings out the important aspects of visual literacy, which needs to be understood by the students.

In society, everything involves visuals. This paper introduces a visual literacy scale and a visual literacy tool to measure the visual competencies of individuals. If people understand the components of visual literacy, then visual competencies of the people will also improve.

To the best of the authors’ knowledge, this paper is the first one on evaluating visual literacy competencies in Fiji and also in the South Pacific. The visual literacy tool is also new to the world.

This study investigated preferred learning and teaching styles of the Z-generation learners using Nigerian universities as a case.

The visual, aural, read/write and kinesthetic (VARK) learning style model and the teaching method instrument were administered to 133 students' from private and public universities in Southeast Nigeria, and data collected were subjected to descriptive statistics and multivariate probit regression.

The students' preferred learning styles were auditory (90.2%), visual (83.5%), tactile (82.7%) and social interpersonal (73.7%). The findings indicate high preference for lecture with discussion among students while the least preferred teaching style was peer tutoring. Gender, programme of study, parents' marital status, students' socioeconomic and type of university showed different significant levels of interaction with learning style preference.

The results suggest that contemporary university teachers teach concepts using audio–visual media tools and lecture method combined with discussions to enhance students’ learning experiences.

Despite the numerous studies on learning and teaching styles preference among generations, the authors have not had until now any data examining the learning and teaching style preference of the Z-generation learner in the Nigerian context.

This paper aims to examine the impact of using visual grammar on learning participle adjectives by EFL (English as a Foreign Language) learners.

The study follows an experimental design in which two groups participated in the study. The experimental group used visual grammar tools in learning participle adjectives. The control group was taught the participle adjectives in a traditional way. A pre–post test was designed and presented to the participants in the two groups.

The results showed that the experimental group made statistically significant improvements in their performance in using participle adjectives due to the use of visual grammar tools.

The current study is only limited to the effect of visual images on a particular grammatical issue, that is participle adjectives. Besides, the study does not include the gender variable; there may be variation in the results depending on the variable of gender.

The present study can provide language instructors with some guidelines on how to incorporate visual grammar applications in teaching grammar aspects. Learners can also be encouraged to have a better understanding of English grammar, using the different connotations of visual images.

Using visual images in teaching grammar will increase the learners' ability to think beyond their classroom environment. They can use this experience whenever they face visual images in different societal activities.

This paper is one of the initial attempts to investigate the effect of using visual grammar on learning participle adjectives.

To build adaptive learning systems for a better learning experience, designers need to identify users’ behaviour patterns and provide adaptive learning materials accordingly. This study involved a quasi-experiment and also this paper aims to investigate the accuracy of eye-tracking technology in identifying visualisers and verbalisers and the contributing factors to diverse levels of accuracy, which lays the foundation for the establishment of adaptive learning systems.

The authors prepared eight documents with different image-text combinations with the intention of triggering participants’ natural reading habits. By analysing the eye-movement data, this author categorised the 22 participants as visualisers or verbalisers. The results were compared for accuracy measure with participants’ self-reports in response to the index of learning style questionnaire.

The results showed that visualisers and verbalisers presented significantly different eye-movement patterns, which was confirmed by the fixation data from the Tobii eye-tracker with the detection accuracy ranged from 38% to 77%. Various factors contributed to a range of levels of accuracy, including highlighted elements, learning context, complex background, low relevance of images and texts, learner differences, awareness of experimental settings, self-conception and prior knowledge.

To the authors’ knowledge, this is the first paper investigating the feasibility of eye-tracking technology to identify visualisers and verbalisers for the development of adaptive learning systems.

The purpose of this paper is to report the findings from a study that explored the use of art and visual production as a means through which 20 third-graders developed and represented their social studies understandings. The author describes the ways the process of visual production and the finished products illustrate the nature of the students' social studies learning.

The project was grounded in an inductive qualitative approach privileging student voice. This paper reports analysis and interpretation of multiple data sources, including photographs of students' projects, digital recordings of the visual productions and student interviews, as well as field notes and informal teacher conversations.

Results suggest that in the process of visual production and in their final pieces, students moved in fluid ways between making sense of new knowledge, developing important social studies skills, and representing their knowledge. More specifically, students used historical evidence to present humanized versions of history through personalized narratives. These outcomes suggest that the integration of art and visual production can be a valuable and effective way for students to develop and apply social studies skills as well as represent their understanding.

This study provides insight into how young children can use art and visual production to develop social studies skills, make sense of new knowledge, and represent their learning, contributing knowledge on an understudied topic and population in social studies education.

This study aims to investigate how a very particular learning environment, namely, partition rooms, affect students’ teaching experience and further explore if students’ learning styles is a pertinent determinant. Partition rooms are very common in Saudi Arabia when lectures are held by male instructors for female students. The male instructor delivers his lesson behind a glass wall, creating an environment of limited visual and auditory interaction. Various digital tools are present, meant to overcome the gap caused by the lack of direct student–teacher contact.

The researchers collected data from a sample of 109 female students who are studying at Level 4 Computer Science Department, College of Computer Sciences and Information Technology, at a public university in Saudi Arabia. All of them experienced a minimum of two courses undertaken in a partition room. The survey consists of two parts with a total of 53 questions. The first 20 questions were adopted from the perceptual learning style preference questionnaire (PLSP).

Research findings reveal that students are affected differently by the various dimensions of the partition room depending on their learning style.

There are fewer results in the literature that study learners of our particular group, namely, Saudi females. The study focuses on students studying IT and related fields. This study is almost unique, as most studies of the kind are related to the experience of females learning English as a foreign language. Therefore, the authors’ research gives much-needed insight into the conditions and perceptions of female students studying toward their degree in a technical field.