This study investigated the effects of two computer-implemented techniques (colour and interactive animation) on learning 3D vectors. The participants were 43 female Saudi Arabian high school students. They were pre-tested on 3D vectors using a paper questionnaire that consisted of calculation and visualization types of questions. The students were then divided into four groups. Each group was allocated to a different version of software for learning 3D vectors. The versions differed in their use of colour/greyscale and static images/interactive animation. After the participants used the software, a post-test was administered. All students improved their overall test scores, with no significant difference between the groups. However, test scores on the visualization questions differed noticeably, with the groups viewing animated versions scoring higher than the groups seeing static versions. (Contains 1 table and 2 figures.)