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The effects of animated presentations and practice were studied in a computer-based science lesson involving fourth-and fifth-grade students. Three levels of visual elaboration (static graphics, animated graphics, and no graphics) were crossed with three levels of practice (behavioral, cognitive, and no practice). Behavioral practice consisted of traditional questioning and cognitive practice consisted of a structured simulation. Animated graphics were superior to static graphics and no graphics so long as practice was provided. Behavioral practice was effective only when paired with lessons containing animated graphics. Cognitive practice was generally superior to the other practice conditions and did not appear dependent on visual elaboration. These results suggest that animated presentations can promote learning under certain conditions, and they also demonstrate a successful application of interactive graphics in the design of cognitively based practice activities.

their cooperation and participation in various levels of this research. I also thank the reviewers for their helpful comments on an earlier version of this article.

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