Novel scientific concepts must be made understandable to allow their further development, highlighting the need for better communication of abstract ideas that these discoveries are built upon. This project focused on visually communicating the discovery of microbiomederived molecules that play a major role in microbiome-gut-brain axis communication through multimedia learning.

A 4-min animated video that was segmented and used a combination of 2D and 3D models was created. It communicated the important information about the process of discovering the molecules in mouse models, their production by bacteria and their potential implications for human health. The animation was then provided to a scientific audience, alongside a short-answer survey and a Likert scale, to assess how visual aspects accompanied with narration compare to learning and comprehension of the same content if it is read.

The findings are based on the total of 15 participants, 9 of which were exposed to the information via animation (Group A) and 6
who were given information in a form of written narrative (Group B). It was found that Group A scored average M = 15 (out of 25) on
the post assessment compared to Group B with an average of M = 7. Higher scores correlated with higher rating on questions about
perceived understanding through animated media. Additionally, the animation scored higher on helpfulness in learning abstract ideas, especially having to do with structure and spatial navigation. This indicates that scientific abstract concepts that are likely comprehended are needed in order to make definite conclusions.