The purpose of this study was to determine: (1) how different types of dynamic visual facilitate the achievement of specific types of educational objectives; (2) whether the use of dynamic visualization influenced the amount of time needed by learners to process the information; and (3) whether there is an interaction between the amount of time learners view the animation and the different levels of dynamic visualization. Two hundred students were randomly assigned to four treatments, received their respective instructional presentation and received four individual criterion measures. Results indicated that insignificant differences in achievement existed among the visual treatment groups on all criterion measures and that an insignificant interaction was found to exist between time and dynamic visualization. (Contains 11 references and 5 tables.) (Author/AEF)