Research is not clear on how to address the difficulty students have conceptualizing geologic processes and phenomena. This study investigated how animations coupled with seductive details effect learners' situational interest and emotions. A quantitative quasi-experimental study employing an independent-measures factorial design was used. The participants included a convenience sampling of 102 undergraduates. There was a main effect of seductive details on comprehension, F (2, 94) = 10.02, p < 0.001, ?p2 = 0.176. Contrasts revealed that the presence of seductive details significantly increased comprehension of learning material when compared to no seductive details, t(94) = -2.56, p = 0.012, ?p2 = 0.065. There was an effect of seductive details on cognitive load, F (2, 94) = 4.96, p = 0.009, ?p2 = 0.095, but a non-significant effect of presentational modality, F (1, 94) = 3.50, p = 0.064, ?p2 = 0.036. Contrasts showed that perceived cognitive load significantly decreased under the textual seductive details condition (?M = -0.82, p = 0.017). The greatest significant decrease in total cognitive load occurred under the video seductive details condition (?M = -0.99, p = 0.004). There was a significant main effect of modality on comprehension, F (1, 94) = 7.74, p = 0.007, ?p2 = 0.076. Contrasts revealed that learning with animations significantly increased learning performance compared to illustrations, t(94) = 2.03, p < 0.05, ?p2 = 0.042. Contrast results also showed a significant difference in means when comparing animations to illustrations (?M = 7.93, p = 0.007). There was a significant effect of seductive details on perceived interest after controlling for spatial ability and prior knowledge, F (2, 94) = 3.65, p = 0.030, ?p2 = 0.072. Learners' prior knowledge also had a significant effect on perceived interest, F (1, 94) = 4.74, p = 0.032, ?p2 = 0.048. There appeared to be no effect of presentational modality on perceived interest, F < 1 and p > 0.05. Considering the inconsistent results of studies, and the potential impact of affective factors, further research is needed to evaluate the efficacy of animations and the use of seductive details under different learning conditions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]