Fostering early science learning: The role of typeface appropriateness and visual literacy in Standard 1 science textbooks

This study examines the role of typeface appropriateness and visual literacy elements in enhancing early science learning among Standard 1 students. The research addresses limitations in conventional science textbook design, where unsuitable typography and insufficient integration of visual elements may hinder students’ comprehension and engagement. The study aims to (1) assess the impact of typeface appropriateness on students’ understanding and engagement, (2) examine the effectiveness of visual literacy elements in supporting learning and interest in science, and (3) propose a redesigned textbook prototype that optimizes typographic clarity and visual integration. A mixed-methods approach was employed, involving 109 primary school students from selected schools. Quantitative data were collected through structured questionnaires, while qualitative insights were obtained from teacher and designer interviews, as well as expert evaluations of textbook design. The findings indicate that clear and appropriately designed typefaces significantly enhance readability and reduce cognitive difficulty among early learners. In addition, the integration of meaningful and engaging visual elements was found to improve students’ comprehension, attention, and motivation to learn. This study contributes by proposing a two-page prototype of a redesigned Standard 1 science textbook, demonstrating improved typographic structure, visual hierarchy, and content presentation. The findings highlight the importance of integrating visual communication principles into educational materials and provide practical implications for textbook designers, educators, and policymakers. Ultimately, well-designed textbooks can foster more effective learning experiences and cultivate students’ early interest in science.