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  • Open Access

Intuitive visual representations of electromagnetic radiation and molecules

Sarah Wildbichler1,*, Markus Obczovsky2, Florian Budimaier3,4, Martin Hopf3,5, and Thomas Schubatzky1

  • *Contact author: sarah.wildbichler@uibk.ac.at
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Phys. Rev. Phys. Educ. Res. 21, 020149 – Published 2 December, 2025

DOI: https://doi.org/10.1103/vlq7-fq7t

Abstract

Understanding how learners interpret visual representations of invisible scientific phenomena is crucial for teaching and designing effective instructional materials. This study investigated which visualizations of infrared radiation, radiation absorption, and molecules are perceived as most intuitively comprehensible by students and adults. Grounded in dual process theories of cognition and cognitive load theory, we hypothesized that intuitive visualizations increase cognitive fluency, thereby reducing extraneous cognitive load. A total of n=377 students aged 14–15 and n=100 adults participated in an online survey, selecting the visualization they found most convincing for each of the scientific concepts. The visualizations were developed based on prior physics education research, and participants’ preferences were analyzed using Bayesian model comparison. Across all topics, certain visualizations—especially those developed in prior domain-specific research—were strongly preferred, suggesting that intuitive comprehensibility can be systematically supported through thoughtful visual design. Differences between student and adult preferences highlighted the role of prior knowledge and visual familiarity, as adults were clearer in their choices. The findings contribute to a systematic investigation of visual representations used in science education and science communication and offer practical guidance for developing intuitive visualizations in instructional contexts.

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Phys. Rev. Phys. Educ. Res. 21, 020149– Published 2 December, 2025
  • Received 29 April 2025
  • Accepted 21 October 2025
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Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

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