Understanding VAK Learning Preferences Among Young Adults and their Association with Ayurveda Prakriti Types: An Exploratory Study.

Title: Understanding Association of VAK Learning Preferences with Ayurveda Prakriti Types among Young Adults focusing on Memory Performance

Introduction: Ayurveda explains Prakriti or natural constitution as a determinant of an individual’s physical, mental, and behavioral traits, influenced by doshic dominance at conception and environmental factors. Different Prakriti types show distinct learning and memory patterns. Vata individuals grasp quickly but forget easily, Pitta individuals are sharp and analytical, and Kapha individuals learn slowly but retain well. Modern education often follows a one-size-fits-all model, while Ayurveda suggests personalized learning based on individual constitution. The study aims to explore the relationship between Prakriti, learning styles, and memory.

Need of the Study: Integrating Ayurvedic principles into education can improve concentration, retention, emotional engagement, and long-term success. There is a lack of research connecting Prakriti with learning style models like VAK (Visual, Auditory, Kinesthetic). This study aims to bridge Ayurveda and educational psychology to develop learner-centered teaching methods.

Review of Literature: Classical Ayurvedic texts discuss Prakriti in relation to health, disease, and personality. Acharyas Charaka, Sushruta, and Vagbhata described seven Deha Prakriti and sixteen Manas Prakriti types. Modern studies suggest that learning styles vary among students and can be visual, auditory, or kinesthetic, but no study has explored their association with Prakriti or memory.

Research Gap: No significant research has examined the association between Prakriti types, VAK learning styles, and memory performance in young adults.

Rationale of the Study: Understanding how Prakriti influences learning and memory may help personalize education and improve learning outcomes by combining traditional Ayurvedic concepts with modern psychology.

Research Question: Is there any association between VAK learning modalities and Prakriti types in young adults, specifically concerning memory performance?

Hypothesis: Null hypothesis: No significant association exists between VAK learning modalities and Prakriti types. Alternate hypothesis: A significant association exists between VAK learning modalities and Prakriti types.

Aims and Objectives: Aim: To understand the association of VAK learning preferences with Ayurveda Prakriti types in young adults focusing on memory performance. Primary objective: To determine the association between VAK learning preferences and Prakriti types. Secondary objectives: To assess learning style preferences, memory scores, and Prakriti among young adults aged 18 to 34 years.

Materials and Methods: Study design: Cross-sectional observational study. Study area: Delhi NCR. Population: Apparently healthy young adults aged 18 to 34 years. Sampling method: Convenience sampling. Sample size: 300 participants. Tools:

·       Learning Channel Preference Questionnaire for learning style

·       PGI Memory Scale for memory assessment

·       CCRAS Prakriti Assessment Tool for Prakriti evaluation

·       PGI Health Questionnaire for screening

Data Collection Procedure: Participants will be screened for health, provide consent, and complete questionnaires to assess learning preference, memory, and Prakriti.

Inclusion Criteria: Young adults aged 18–34 years who are healthy and willing to participate.

Exclusion Criteria: Individuals below 18 or above 34 years, those with psychiatric illness or learning disabilities, and incomplete responses.

Statistical Methods: Descriptive statistics for demographic and variable summaries. Chi-square test to assess association between Prakriti and VAK learning styles. ANOVA to compare memory scores across Prakriti types.

Expected Outcome: To establish an association between Prakriti types, VAK learning styles, and memory performance, providing insight into constitution-based personalized learning strategies.

Translational Value: Findings may help design personalized education systems based on Prakriti to improve learning efficiency, memory, and overall well-being, bridging traditional Ayurvedic knowledge with modern educational psychology.

Collaboration: Statistical guidance and departmental support from AIIA.

CTRI Registration: The trial will be prospectively registered with the Clinical Trials Registry of India (

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CTRI Registration The trial will be prospectively registered in the Clinical Trials Registry of India before the start of data collection.

Ethical Considerations The study will begin only after obtaining clearance from the Institutional Ethics Committee of AIIA. Written informed consent will be taken from all participants before inclusion. The study will be registered in CTRI and updated after completion.

Budget Estimated total cost: 20000 INR Breakdown:

• PGI Memory Scale (300 copies): 11000 INR
• PGI Health Questionnaire N1 (300 copies): 4000 INR
• Miscellaneous expenses: 5000 INR

Financial Support The study will be carried out within the approved financial limits. If additional funds are required, formal approval will be sought from the concerned authority.

References

1. Shastri R, editor. Commentary Vidyotini of Kasinatha Sastri and Gorakha Natha Chaturvedi on Charaka Samhita, Indriyasthana, Varanasi, Chaukhamba Sanskrit Sansthan, 2015.
2. Shastri R, editor. Commentary Vidyotini of Kasinatha Sastri and Gorakha Natha Chaturvedi on Charaka Samhita, Sharirasthana, Varanasi, Chaukhamba Sanskrit Sansthan, 2015.
3. Shastri R, editor. Commentary Vidyotini of Kasinatha Sastri and Gorakha Natha Chaturvedi on Charaka Samhita, Viman Sthana, Varanasi, Chaukhamba Sanskrit Sansthan, 2015.
4. Acharya Sushruta. Sushruta Samhita, Sharirasthana, edited by Acharya Yadavaji Trikamji and Acharya Narayan Ram, Chaukhamba Surbharati Prakashana, Varanasi, 2012.
5. Delgin Rubavathy DM. A Study on the Preferred Learning Styles of Students. International Journal of Indian Psychology, 2019, 7(2).