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There is evidence that different learning styles require diverse modes of communication. Based on 377 completed standardized questionnaires this study contributes to this field of research. To test the relation between learning aids and learning styles double coded data is analyzed by applying a multiple correspondence analysis. Further, impacts of extrinsic motivation, self-efficacy, subject-value, and the usefulness of an e-learning system on actual success (grades) are examined. Furthermore, differences between learning styles are revealed by applying a structural equation model. Results show that for a marketing-students population various sources need to be provided to cater diverse learning styles. It is also shown that the examined aspects impact on students' actual performance differently depending on their learning styles. Implications and future study suggestions are provided.