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This article reports the third and final phase of a researchproject to investigate the role of animation in enhancing recall andcomprehension of text by grade 6 primary school students. This phase hadthree objectives: To determine whether a complex descriptive text isenhanced by animation so long as the animation exhibits close semanticlinks with the text; to explore the importance of captions in linking ananimation with a text so as to increase comprehension of the text; andto investigate the relationship between students' spatial skills andtheir ability to recall and comprehend a text enhanced with still imagesand animation. A descriptive text on the structure and functions of theheart from Compton's MultimediaEncyclopedia was linked to a still image and twoanimation sequences developed by the research team and which were bothmore extensive and more completely integrated semantically with the textthan in the original Compton's version. Four presentation conditionswere produced: Text; text and still image; text, stillimage, and animations; and text, still image, animations,and captions. Students were tested for spatial ability and divided intotwo groups: Low and high spatial ability. Their comprehension was testedusing three tasks: Written recall, multiple choice questions, andproblem-solving. Animation improved significantly only theproblem-solving task, but this was the measure which involved thehighest level of cognitive effort. Students with high spatial ability ingeneral performed better than students with low spatial abilityregardless of presentation condition, and in the case of propositionaland thematic recall, this was significant. The addition of captions tothe animation sequences had no significant effect but this may bebecause the sequences also included labels which could have obviated theneed for captions.—Authors' Abstract