Research involving 2,000 British adults has identified six distinct categories that characterise how people approach learning new information.
The study found that more than a quarter of respondents, representing 26 per cent, described themselves as individuals who write things down extensively to absorb material.
A further 14 per cent acknowledged that they frequently record more details than necessary.
Despite these figures, 45 per cent of participants admitted to being habitual note-makers, while 40 per cent reported using highlighters with considerable enthusiasm when reading or studying.
Just under a quarter of those surveyed, amounting to 23 per cent, identified as learners who require visual aids such as diagrams, practical examples, and demonstrations before fully comprehending new content.
A significant proportion of respondents, 75 per cent across all learning styles, indicated that visual representation plays a crucial role in their understanding, with 17 per cent considering it absolutely essential.
In another category, 14 per cent of participants recognised themselves as people who highlight text based on perceived importance.
For these individuals, items deemed significant receive one highlight, while those considered particularly vital are highlighted twice.
Seven per cent of respondents described themselves as last-minute learners who maintain that information is absorbed most effectively when under time pressure.
Meanwhile, 15 per cent fall into a group requiring multiple explanations and alternative resources such as video content, supplementary text, or real-world examples before concepts become clear.
The smallest category identified, comprising just six per cent of the population, consists of individuals who enjoy testing their knowledge or being examined on material they have learned.
The research indicated that 47 per cent of people have altered their learning preferences over time, implying that approaches to education are not fixed.
However, 28 per cent continue to employ the same techniques they developed during their formal schooling.
Six in 10 respondents, equivalent to 62 per cent, reported acquiring new knowledge or skills at least once every seven days, suggesting that learning extends well beyond educational institutions and remains a constant feature of daily life.
Twenty-four per cent of participants stated they had needed to teach themselves how to use unfamiliar technology within the previous year.
Seventy-nine per cent expressed that their enjoyment of learning stems from natural curiosity about various subjects.
Eighty-five per cent indicated a willingness to experiment with different methods depending on the type of material being studied, while 38 per cent acknowledged they have not yet determined which approaches work most effectively for them.
When faced with concepts that do not immediately make sense, 37 per cent of respondents reported searching for alternative explanations.
These strategies included seeking simpler descriptions at 29 per cent, watching explanatory videos at 39 per cent, requesting different explanations from others at 33 per cent, and repeatedly testing themselves until comprehension is achieved at 14 per cent.
The research also explored attitudes toward technological assistance.
Fifty-eight per cent of participants stated they would utilise an artificial intelligence tool capable of adjusting its explanations based on individual areas of difficulty.
Ten per cent expressed interest in technology that could transform their personal notes and documents into quiz questions for self-assessment purposes.