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Recent advances in technology have provided a wide variety of possibilities for incorporating animation in computer-based learning environments. In a very general sense, the term ‘animation’can refer to any display element that changes its attributes over time. Taken this broadly, examples such as words that fly across the screen or objects that vibrate, blink, or change their color would be regarded as animations (Wright, Milroy, & Lickorish, 1999). In this chapter, we use the term in a more restricted sense. We define ‘animation’as a pictorial display that changes its structure or other properties over time and which triggers the perception of a continuous change. Our definition includes examples of dynamic visualization such as pictorial displays that present objects continuously from different perspectives, show the assembly of a complex object from its parts, present the functioning of a technical device such as a bicycle pump, display the dynamic behavior of a meteorological system, or model the co-variation of variables in a graph (Bodemer, Ploetzner, Feuerlein, & Spada, 2004; Hegarty, Narayanan, & Freitas, 2002; Lowe, 2004; Mayer, 2001, 2005; Mayer & Moreno, 2002; Schwan & Riempp, 2004). Although the use of animation has been enabled and stimulated by technology, our definition excludes technical considerations such as the number of frames per second and whether or not the pictorial display is computer generated. However, our definition does include video (cf. Baek & Layne, 1988; Betrancourt & Tversky, 2000). Steven Spielberg’s film “Jurassic Park” demonstrated that viewers cannot distinguish sequences generated by computer …