A review of Kolb’s learning styles in the context of emerging interactive learning environments

The influential work of David A. Kolb in the 1980’s ranged the learning styles of each individual across two related approaches to experiencing the world (Concrete Experience and Abstract Conceptualisation) and two related approaches to converting experience into understanding (Reflective Observation and Active Experimentation). Whilst there have been many critiques of Kolb’s and related work on learning styles, the conceptualisation remains compelling and is still widely applied. However, what happens to Kolb’s experiential learning theory when the learning context for concrete experience and active experimentation is a virtual one? How is the learning experience affected by technologies that adopt particular abstract conceptualisations and promote specific reflective observations? These are two of the critical potential impacts of emerging interactive learning environments (such as serious video games) on the learning style models derived from Kolb’s work. This paper reviews and critiques Kolb’s experiential learning theory, and the principal models of learning it has spawned, from a primarily learning contexts perspective. Learning contexts represent the predominant consideration when considering the design and development of an interactive learning environment.