This quantitative study compared the instructional effects of two web-based animation strategies against static graphics by high and low prior knowledge participants. One strategy used animation to gain attention; the second to gain attention and provide elaboration. Participants were 111 college student volunteers. Two-way multiple analysis of variance (MANOVA) was used to analyze the data. Important findings included equivalent, nonsignificant differences in performance between high and low prior knowledge participants. No main effects were found among the three treatment groups. The effects of the web-based animation strategies on the achievement of participants with low prior knowledge are discussed in detail. (Contains 4 figures, 4 tables, and 1 note.)