Two experiments investigating the benefit of computer-based applications in geography education are presented. The computer-based methods employ concepts of visualization, including animation and interactivity, to facilitate active learning. These computer-based methods are compared with physical (i.e. tangible) models, which themselves can be considered active learning tools. Thus, this report compares a pair of learning strategies using interactive external cognitive tools (one computer-based and one physical), rather than more typical studies which compare an approach using such interactive tools with an approach using more traditional lecture-based presentations. Results confirm existing findings that computer-based approaches are appealing to students but are not, by themselves, significantly beneficial in enabling understanding of complex concepts. Questions used in pre- and post-test for projection understanding are appended. (Contains 9 tables, 4 figures and 5 notes.)