The Mediating Role of Learning Accessibility in the Relationship between Learning Styles and Students' Intentions to Engage with Online Art Education

Abstract

This conceptual paper explores the mediating role of learning accessibility in the relationship between learning styles and students' intentions to engage with online art education. The advent of digital learning environments presents unique challenges and opportunities for art education, demanding a re-evaluation of pedagogical approaches to accommodate diverse learning preferences. This paper propose a theoretical model that posits learning accessibility as a crucial link between the inherent learning styles of students and their propensity to undertake online art education. Through an extensive literature review, the paper discusses various learning styles and examines how the principles of accessibility in online education can be tailored to enhance student engagement. It argues that accessible learning design, when aligned with students' learning styles, has the potential to significantly influence their educational choices and motivation. The model emphasizes the importance of customizable and flexible learning environments that can cater to a spectrum of learning styles, thereby promoting higher engagement in online art education. The discussion offers insights into how educational institutions and online platform developers can apply this understanding to create more inclusive and effective educational experiences. The paper contributes to the ongoing dialogue about educational innovation and inclusivity, advocating for a design philosophy that embraces diversity in learning preferences as a cornerstone for the future of art education.