An Interactive Role-Playing Game to Promote Conceptual Understanding and Manage Cognitive Load in Plant Growth Systems

Abstract

Digital role-playing games (DRPGs) hold strong potential for enhancing motivation and conceptual understanding in science education, yet their application in biology particularly plant growth and development remains underexplored, especially in relation to cognitive load management. The objective of the study are evaluate the vadility and practicality of media Bio-Garden Space, thus examine effect to students’ conceptual understanding and cognitive load. The research employed the Multimedia-Based Instructional Design model developed by Lee and Owens, which consisted of analysis, design, development, implementation, and evaluation stages. The evaluation was carried out through a quasi-experimental method, with validation involving experts in content, media, and practitioners, and effectiveness testing conducted by comparing an experimental group using the DRPG and a control group with conventional instruction. The results indicated that Bio-Garden Space was categorized as “very valid” in terms of content, design, and visual presentation, and “very practical” in small-group implementation. Students who learned with the DRPG achieved significantly higher learning outcomes compared to the control group. Furthermore, the experimental group experienced significantly lower mental effort and extraneous cognitive load, while intrinsic cognitive load remained comparable across groups. These findings suggested that the integration of interactive real-time plant growth simulations and dynamic decision-making tasks enhanced students’ conceptual understanding and enabled more efficient allocation of cognitive resources by reducing unnecessary processing. It was concluded that Bio-Garden Space is a valid, practical, and effective digital learning medium for teaching plant growth and development, providing strong pedagogical value and implications for broader implementation in science education.