The development of new technologies allows for endless instructional possibilities in terms of dynamic visualizations for learning. The widespread use of PC technology and more recently web based and e-learning instructional platforms has led to highly dynamic and interactive instructional packages that can be easily accessed by many learners simultaneously. However, despite this seemingly endless potential and unbridled enthusiasm for technology based instruction, there is little empirical evidence to indicate that the widespread use of dynamic visualizations has resulted in any substantial benefit to learners. This situation is probably best summarized by Lowe (2004) in his discussion of the proliferation of internet based animations (a very popular form of dynamic visualization). He notes that ‘‘. . . this explosion in the use of animation is occurring well in advance of adequate research based accounts of how people cognitively process and learn from such resources’’ (Lowe, 2004).