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Animation usually offers the advantage of delivering better representations of dynamic concepts. Compared with the static images and text; animation can present procedural information (e.g. social activities and/or biochemical reaction) more explicitly as they show the steps in an orderly manner. Quite a few empirical studies show promising results of animation reflected on learning (e.g. Trevisan, Oki and Senger, 2009; Hays, 1996). There are, however, there are some limitations to such results. Designing and developing quality animation for teaching and learning can sometimes be challenging (Morrison, Tversky and Betrancourt, 2000). Kesner and Linzey (2005) found no improvement on students' learning in using animation in their study. Thus, researchers may encounter case factors that govern successful use of animation in teaching and learning processes.

Beyond Segmented Instructional Animation and its Role in Enrichment of Education and Technology