The impact of scientific visualization quality on visual literacy and conceptual understanding in biology

Indri Annisa

Abstract


This study explores the role of high-quality scientific visualizations in enhancing students’ academic performance and visual literacy in biology education, specifically in understanding abstract concepts on the digestive system. A quasi-experimental design was implemented with 39 high school science students, using pretest-posttest nonequivalent multiple groups. Data were collected via questionnaires, visual quality assessment rubrics, and a visual literacy instrument adapted from Avgerinou’s framework. Visual media were evaluated by both media experts and students using six quality criteria, revealing a disparity in perception lecturers rated the visuals as high quality, while students assessed them as moderate. This gap suggests the necessity for better alignment between visual design and learner needs. Visual literacy was measured through students’ ability to identify, interpret, evaluate, and transform visual information. Results showed most students exhibited only basic skills, with no participants reaching the highest performance levels. A moderate positive correlation (r = 0.45, p < 0.05) was found between visual media quality and visual literacy, with media quality explaining 20% of the variance in literacy scores. The findings emphasize the importance of pedagogically aligned, engaging visual content and targeted visual literacy instruction to support deeper conceptual understanding and academic achievement in science education.


Keywords


digestive system; visual literacy; visualization; visual media

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References


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DOI: https://doi.org/10.17509/aijbe.v8i2.83556

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