The research I've seen by Daniel Willingham has found that tailoring lessons based on students' "learning styles" is ineffective.
The confounding bit with Willingham's point of view is he delineates ability and style: "Ability is that you can do something. Style is how you do it." Which is a fine sort of thing for a high school debate, but isn't super-helpful when other professionals aren't following the same definitions. Ability is even trickier, because what you see is that most of the discussion in education is focused on direct topical ability rather than metacognitive ability.
So, one question with EPGY's change is whether it means they have pacing, presentation, or explanation/content changes depending on what defintion of style they are using. If it means they have video, audio, and interactives available, then that can still be useful because variations can cover weaknesses in an explanation in a different mode, and even without a sensory mode effect, preference for a mode can still empower motivation.
