<![CDATA[The complexity of immune system content may impose a high cognitive load if the instructional design fails to accommodate the limitations of working memory. This study aims to manage students’ cognitive load and describe the correlations among cognitive load aspects in IMUNOPOLI board game-based learning. The study employed a quasi-experimental method with a non-equivalent control group post-test only design involving 60 Grade XI students from a senior high school in Bandung. The cognitive load aspects, including Intrinsic Cognitive Load (ICL), Extraneous Cognitive Load (ECL), and Germane Cognitive Load (GCL), were measured using a 10-item questionnaire. Data were analyzed using inferential statistics, correlation analysis, and effect size. The results showed a significant difference between the two groups and a moderate effect on ECL (p = 0.047; d = 0.530) during the second meeting. This finding indicates that IMUNOPOLI reduce students’ ECL, particularly during the initial learning session. However, this effect was not consistent, as no significant differences were found in ICL, ECL during the fourth meeting, or GCL, while the correlations among the cognitive load aspects ranged from moderate to very weak. Future studies are recommended to extend the intervention duration, incorporate a pre-test, and combine subjective measures with students’ learning outcomes.]]>
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