Create Animations That Are Good For Learning

 

Most everyone enjoys watching a good animation. Moving pictures are hard to resist because motion is a basic visual attribute that grabs human attention. But how well do people learn from this format? Possibly less than you might think. When compared to static graphics, animations get mixed reviews as an effective learning medium. But don’t be discouraged. There are ways you can make animations for learning more effective. So there is a happy ending to this story.

Types of Animations for Learning

Any of the types listed below are effective methods for creating instructional animations.

• 2D Animation: Creates the illusion of motion by the rapid display of a sequence of static images or frames that minimally differ from each other.
• 3D Animation: Creates the illusion of moving objects rendered from 3D computer-generated models and environments.
• Motion Graphics: Moves graphic elements and text across the screen.
• Whiteboard Animation: Simulates hand-drawing on a whiteboard.
• Transformations: Changes without movement, such as color transformations (a person blushing) or lines changing from thin to thick (clogged arteries, maybe?).
• Stop-motion Animation: Uses physical objects moved in small steps between frames.
• Cutout Animation: Uses flat, 2D characters and objects, like paper cutouts, that move in small steps between frames.

In case you were wondering, AI animation isn’t a distinct visual style of its own. AI animation involves the use of artificial intelligence tools and techniques to generate, automate, or enhance animated content. It can be applied to any animation style to accelerate production, create assets, or add motion effects.

Reasons for Using Animation

There are basically two main reasons for using animations for learning—affective and cognitive.

Affective Purpose
Animations attract and capture attention because movement is a primary visual attribute that makes viewers take notice. Animations can also increase motivation because of their novelty. When they are humorous, they create positive emotions. For example, animating an information graphic may not improve comprehension. However, the animation can capture attention and transform plain data into an interesting story. Types of animations that may increase attention and motivation include:

• Animated scenarios
• Animated pedagogical agents or avatars (APAs)
• Animated infographics

Cognitive Purpose
Animations that serve a clear cognitive purpose can enhance learning by providing information beyond what static graphics can convey. They can help learners build more accurate mental models and support understanding in many ways, including:

• Telling stories
• Simulating systems
• Powering learning games
• Explaining dynamic processes
• Representing quantitative data
• Supporting spatial reasoning
• Constructing mathematical knowledge
• Depicting hosts or agents that guide explanations
• Visualizing phenomena invisible to the naked eye
• Making abstract concepts more concrete through visual metaphors and diagrams

The Good, The Bad and The Meh

Studies comparing animations with static graphics have produced mixed and sometimes contradictory findings. Here are a few samples so you can see what I mean. (You can skip this section if it doesn’t interest you and get right to the practical recommendations below.)

• Early research suggested that animations offered no clear advantage over still images (Tversky et al., 2002).

• More recently, Polat et al. (2024) found no significant difference in learning outcomes when students viewed an animated pedagogical avatar versus a human instructor. In fact, eye-tracking data revealed students were actually more engaged with the human presenter.

• Knapp, Evans, and Moe-Byrne (2022) reviewed 13 controlled trials comparing video animations to other formats in health-care education and found that animations often improved knowledge outcomes, while effects on attitude, cognition, and behavior were more mixed and the overall study quality was variable.

• In Physics instruction, researchers compared two types of animations explaining the seasons: one with a visible presenter and one without. Both formats improved learning, but pure animations led to stronger gains and more focused attention on key visuals. When the presenter used hand gestures, however, attention to important concepts increased, showing how carefully designed gestures can enhance learning, (Beautemps, Bresges, & Becker-Genschow, 2025).

Since the results are complicated, you may just want to focus on the biggest problems with animations and how to overcome the issues.

Problems with Animations and How to Fix Them

Although animations are not ideal for all learning situations, they do have great potential. When animations are not beneficial to learning, it is typically due to poor design, presentation to the wrong audience, or a topic that is not suitable for animation. That is, still graphics would be better. In the problems-solutions table below, you will find specific problems identified in the research and possible solutions.

THE PROBLEM	THE FIX
Pacing. Fast-paced animations can overload working memory. Learners must rapidly select the key information, hold it, and connect it with what comes next—quickly exhausting their cognitive resources.	Give pacing control. Let learners slow animations to a comfortable speed and rewind when needed by providing controls.
Split Attention. When learners must read text while watching an animation, their attention is divided. Since they can’t fully process both simultaneously, neither the words nor the visuals receive adequate focus.	Reduce split attention. Use voiceover in sync with the animation instead of written text, and place labels directly beside the objects or processes they represent.
Challenges for Novices. Animations often demand high levels of cognitive processing. Learners who are new to a subject may struggle to keep up, making comprehension more difficult.	Match format to expertise. Experts can filter for task-relevant details, but novices struggle to know where to focus. Complex animations often benefit experienced learners, while novices may learn more from static graphics.
Limited Visual Devices. Static graphics can use techniques like cross-sections or feature exaggeration to highlight what matters and reduce overload. Animations lack equivalent temporal techniques, making it harder to guide attention in the same way.	Use static sequences when most effective for learning. If graphical devices add clarity, replace the animation with a series of stills that capture its key phases.
Unclear Focus. Learners may struggle to identify which parts of an animation matter most. Eye-catching but less relevant elements can draw attention away from the core content.	Use visual cues to direct attention. Spotlights that dim less important areas can be effective. In some cases, arrows work less well than spreading color cues, which highlight key parts of an animation in sync with important events.
Illusion of Learning. Because animations are engaging, learners may feel they’ve gained more knowledge or skill than their tests actually confirm.	Assess actual learning. Use valid measures to check knowledge and skills, rather than relying on self-reports.

Conclusion

With advances in technology and AI, creating animations is becoming more affordable and accessible, making them a viable option for instruction. As research clarifies when and how animations support learning, more recent evidence-based design principles are emerging. By applying these principles, learning designers can ensure animations reach their full potential as a learning tool. For more on this subject, see Do Instructional Animations Help or Hinder Learning?

References:

1. Beautemps, J., Bresges, A., & Becker-Genschow, S. (2025). Enhancing learning through animated video: An eye-tracking methodology approach. Journal of Science Education and Technology, 34(1), 148–159. https://doi.org/10.1007/s10956-024-10162-4
2. Knapp, P., Evans, E., & Moe-Byrne, T. (2023). How effective are video animations in practitioner education? A systematic review of trials. Patient Education and Counseling, 116(6), 107532. https://doi.org/10.1016/j.pec.2023.107532
3. Pink, A. & Newton, P.M. Decorative animations impair recall and are a source of extraneous cognitive load
4. Polat, H., Taş, N., Kaban, A., Kayaduman, H., & Battal, A. (2024). Human or Humanoid Animated Pedagogical Avatars in Video Lectures: The Impact of the Knowledge Type on Learning Outcomes. International Journal of Human–Computer Interaction, 41(14), 8912–8927. https://doi.org/10.1080/10447318.2024.2415762
5. Tversky, B. & Betrancourt, M,Morrison, J.B. Animation: Does It Facilitate Learning? Int. J. Human-Computer Studies, 57, 247-262, 2002.