Research indicates that the educational effectiveness of Microcomputer-Based Laboratories (MBL) may be due to the real time nature of the experience. This article describes a study where kinesthetic feedback was completely removed by giving students only visual replications of a motion situation. If simultaneity of perception is the important variable, then a video recreation of the motion event alongside a graph might be enough to help the students link the real event with the graph. The 165 high school and 72 college students were randomly assigned to one of four groups. The two experimental dimensions were the type of laboratory experience (either VideoGraph or traditional manipulative methodology) and real motion event or not. The laboratory tasks required two hours. Two parallel versions of the Test of Understanding Graphs-Kinematics were used for pretest and posttest. A two-way analysis of covariance was performed on the posttest scores with the pretest as the covariate. There was no significant main effects and no interaction, although the higher posttest scores were made by the VideoGraph students. A comparison of overall pre and posttest scores showed that learning had occurred in all the four groups. About 80% of college students preferred the VideoGraph technique. (YP)