The paper investigates the impact of learning effects on the study of life-like multimedia materials (LMMs) which are produced by the LMM tool. Teachers can readily utilize the tool to make the LMMs for their instructions in traditional classrooms. When students study the LMMs out of class, they can realistically recall teacher's teaching situations and/or the instructional procedures in traditional classrooms. The materials powerfully possess high media richness because of their crucial features such as displaying teacher's face, hearing teacher's sound, and presenting teaching materials in the largest region of the screen. A quasi-experiment was also involved to examine the impact of learning effects while using the LMM tool in class and studying the LMMs out of class. In this study, an exploratory method was conducted with 87 students. They were divided into the experimental and the control groups. The results reflect that the experimental group achieved a significant increase in the perceptional effectiveness of the multimedia-based cognitive process with the LMMs in comparison to the control group. Finally, the paper offers discussions for the impact on learning effects when students studied the LMMs out of class.