Although there is a trend towards increased use of online instruction for undergraduate instruction, online delivery lacks the student-teacher interactivity and the easy exchange of visuals that is available during face-to-face environments. Interactivity and visualization are valuable for mathematics instruction as a way of reducing cognitive load and maintaining student motivation to learn. This study used a quasi-experimental design to examine whether interactive visuals produce increased mathematics learning compared to the use of static images. The results from this research demonstrated that mathematics learning using interactive visuals was significantly higher than the learning that occurs using static visuals. There was a significant difference in the motivation from before the treatment to after the treatment between the interactive visuals group and the static images group. There were also significant differences between the interactive visuals group and the static visuals group in two aspects of motivation--enjoyment and ability. On the other hand, the use of interactive visuals was not associated with lower cognitive load than the use of static images. This study suggests that there is a positive relationship between motivation and mathematics learning. However, no significant relationship was found between cognitive load and mathematics learning or between motivation and cognitive load. Multiple regression analysis revealed that the relationship between motivation and mathematics learning changed for differing mental effort and motivation was a suppressor on the contribution that mental effort makes to the mathematics learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]