Satwika Trianti Ngandoh, Riandi, Adi Rahmat, Muslim
The integration of interactive media in education, especially in Biology courses, grew rapidly along with generational developments. This review article focused on the use of interactive media in Biology learning and examined how it affected students' cognitive load. The theoretical review aimed to explore the relationship between interactive media and cognitive load, guided by principles from Cognitive Load Theory and its subdivisions: intrinsic load, extraneous load, and germane load. The use of interactive media was found to have great potential to optimize the learning process by managing students' cognitive load. The visual and interactive presentation of information in the media helped minimize students' cognitive load during the learning process. Findings suggested that interactive media reduced extraneous load and increased germane load when designed appropriately, although it could also increase intrinsic load if the content was presented in an unsafe manner. By applying instructional design principles guided by Cognitive Load Theory, interactive media simplified the complexity of biological material. This theoretical review served as a reference for educators in aligning interactive media with the principles of Cognitive Load Theory to optimize student learning outcomes in Biology. © 2026 American Institute of Physics Inc.. All rights reserved.
Department of Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia; Department of Biology Education, Universitas Pendidikan Indoensia, Bandung, Indonesia; Department of Physics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
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