<![CDATA[The complexity of scientific (Latin) terms, a high level of element activity within the concepts, and the abstract nature of visual-spatial concepts can make botany courses quite challenging. Students often experience working memory overload as a result of the high external cognitive load caused by conventional learning platforms. In order to propose the development of a "Smart E-Library" for university-level botany courses, this study aimed to analyze student learning needs and cognitive load profiles. Undergraduate Biology Education students (n=59) participated in a descriptive-analytical survey that employed a questionnaire based on the components of Cognitive Load Theory (CLT): Germane Cognitive Load (GCL), Extraneous Cognitive Load (ECL), and Intrinsic Cognitive Load (ICL). Aiken's V was used to assess the content validity of the instrument (V = 0.833; high category). Results indicated a high intrinsic load linked to spatial visualization from 2D to 3D (59.3%) and semantic word retention (55.9%). The split-attention effect (79.7%), complicated glossary navigation (71.2%), and black and white anatomical graphics without color coding (84.7%) were among the elements that led to excessive ECL in conventional media. Meanwhile, very high levels of mental effort and engagement (94% across all GCL indicators) were found. However, these findings cannot be directly linked to successful learning outcomes. In the next stage of development, these results will be used to determine learning requirements and create a preliminary design for the Smart E-Library. The study specifies important design requirements for the Smart E-Library, such as an interactive 3D spatial anatomy viewer, pop-up glossary, and adaptive microlearning modules, in order to address these challenges.]]>
Copyrights © 2026
