In today's studies of how computer technologies are used in college art lessons, limited examples are focused on both digital instructional technology design and learning achievement. This study attempts to measure the learning achievement of college students from two intact groups in an art class when a multimedia form of instruction was utilized in place of traditional instruction. The researcher developed an instructional CD-ROM followed by the steps of the ADDIE instructional model. Only the experimental group received digital content-based instruction and the three-dimensional visualization module. A pretest and post-test instrument was utilized for both the experimental group and the control group. A one-way ANOVA was used to determine significant differences between groups. The usage of the three-dimensional visualization module (the experimental group) produced a significant difference in student performance, compared to traditional instruction. (Contains 11 figures and 9 tables.)