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The effects of animated presentations on incidental learning and the degree to which various computer practice activities contain intrinsically motivating characteristics as measured by continuing motivation were studied. A total of 70 4th graders participated in an introductory lesson on Newton's laws of motion. Between-subjects factors consisted of visual presentation (static graphic vs. animated graphic) and practice order (questions/simulation vs. simulation/questions). Within-subjects factors consisted of learning intent (intentional vs. incidental) and test interval (immediate vs. delayed)
Lloyd P. Rieber (Sun,) studied this question.