This study investigated the effects of segmented animated graphics utilized to facilitate learning of electrolysis of aqueous solution. A total of 171 Secondary Four chemistry students with two different spatial ability levels were randomly assigned to one of the experimental conditions: (a) text with multiple static graphics (MSG), (b) text with continuous animated graphics (CAG) and (c) text with segmented animated graphics (SAG). Analysis of ANCOVA was conducted by using students' pretest scores as a covariate. The results showed that the SAG is more effective than the CAG and the MSG for improving learning across all levels of spatial ability. Low spatial ability students using the SAG mode performed significantly better as compared to low spatial ability students using the CAG and the MSG mode. The SAG mode seemingly compensates for low spatial ability students' insufficient visualization skills and limited cognitive capacities by offering them an external representation which simplifies information processing and saves valuable cognitive capacities for essential cognitive tasks. (Contains 2 tables and 4 figures.)