Cognitive Load Management: Learning the scientific abstract and complex concept using visual metaphors and metonymies

Metaphors metonymies visual media cognitive load abstract concepts

Authors

This study implements metaphors and metonymies principle in a visual media manage students' cognitive load and enhances comprehension of complex scientific concepts, specifically cell biology, in lower secondary education. Following the ADDIE (analysis, design, development, implementation, and evaluation) model, a 2D animated audio-visual learning media was developed and evaluated. The research explored the impact of the developed learning media on intrinsic, extraneous, and germane cognitive loads through questionnaires and pre- and post-tests with 303 participants, including science teachers and students from five districts in West Java, Indonesia. Expert evaluations from linguistics, media, and science education specialists were also incorporated. Results inform that the developed visual media is effective in facilitating information processing and meaning-making, leading to improved comprehension and retention of complex cellular biology concepts. The use of metaphors and metonymies helped students connect abstract scientific concepts to familiar contexts, reducing extraneous cognitive load and promoting deeper understanding and concept retention. Overall, the findings suggest that visual media employing metaphors and metonymies can be a valuable tool for teaching highly abstract and complex scientific concepts.