This study examined the effects of animated presentations on intentional and incidental learning and the degree to which computer practice activities contained intrinsically motivating characteristics as measured by continuing motivation. A total of 70 fourth graders participated in an introductory lesson on Newton's laws of motion. Two levels of visual presentation (static graphic and animated graphic) were crossed with two levels of practice order (questions/simulation and simulation/questions). Within-subject factors consisted of learning intent (intentional or incidental), visual testing format (all verbal or verbal and visual), and test interval (immediate or delayed). Results showed that animated graphics successfully promoted incidental learning. In addition, students overwhelmingly chose to return to the structured simulation practice when placed in a free-choice situation. (33 references) (Author/GL)