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Animations are increasingly used in technology-based learning resources because of their assumed superiority over static graphics. However, empirical research has failed to provide evidence for such superiority. Recent investigations suggest that benefits from educational animations are not achieved because of the way learners process the presented information. It appears that current intuitive approaches to the design and use of animations can be ineffective because they do not take account of the information processing challenges posed for learners. New approaches using principled design guidelines based on research into perceptual and cognitive processing are required to fulfil animation’s educational potential.