The use of computer technology in educational settings is common in university classrooms. Computer animations are one way educators can enhance teaching and attempt to increase student learning. One advantage of computer animations is the ability to illustrate a complicated process to students that previously would have only been explained by lecture or written text. These animations can be enhanced further by adding interactive elements, but depending upon the complexity can also increase in cost and time required to develop these elements. One can justify the investment of these resources if it results in an increased amount of student learning. Two similar studies were conducted in a pre-test, post-test, control group format to address this issue. Undergraduate students in an introductory plant science course and a genetics course were invited to participate in this study in order to assess the effectiveness between two types of animations, interactive and non-interactive (linear). The content of the two animations focused on the process of controlled pollinations in corn and the process of genetic engineering. The outcome of the student pre- and post-tests as well as the methods used to implement this study will be discussed.