This quasi-treatment study, using a non-equivalent group design, explored how a set of animations related to various concepts in algebra impacted students' ability to learn as measured by changes in quiz and test scores. The concepts that were investigated were addition and subtraction of rational expressions, solving equations involving rational expressions, and solving equations involving logarithms and exponential expressions. A secondary analysis assessed the relation on student attainment levels with self-efficacy instruments. Study participants were enrolled in a College Algebra course in a community college that serves a predominantly minority population. Using a comparison group that only received traditional instruction, results showed a beneficial effect on learning for those animations designed in accordance with the principles of multimedia instruction and cognitive load theories. In all of the cases, the self-efficacy instruments correctly tracked the performance results, whether improvement was achieved or not.