The research study sought to determine the effect of tailored animated motion sequences on teaching, performance and visual literacy in Biology learners. The animations were developed as per the Grade 8 Biology syllabus hence referring to the term 'tailored motion graphic's' using the ADDIE design model. This mixed-methods study included a series of case studies to probe more deeply into the experience and performance of the learners and their respective teachers about visual stimulation. Prior to completion of a set of 15 tailored animations, same were tested for their feasibility by a group of students and teachers from different domains following which some minor and major amendments were brought to the visuals. All 311 participants completed a surveys and it was found that a very high number of students showed interest in the study and only a low percentage were familiar with the study. The tool also revealed the percentage of students who had visual, aural, kinesthetic and read\write learning preference in descending order. Results prior to statistical tests demonstrated that students developed a preference for both visual and aural styles. Moreover other results in uni, bi and tri modes demonstrated an increase in inclination towards visual learning except for kinesthetic mode where a decrease was recorded. In addition, when the Non-parametric test was applied, the mean rank showed a significant increase in visual orientation and a decrease for the other three learning modes. In-depth analysis of the values of significance concluded an inclination towards visual, read\write and kinesthetic learning after using the visuals as compared to aural mode where orientation remained the same. The Spearman's rho correlation showed a weak negative correlation between visual and aural preference and no correlation between visual and the read\write and kinesthetic modes. Regarding the strength of the visual mode of learning in all four uni, bi, tri and quad modes after the use of the visuals scored a ' very strong and strong' visual preference. As for effectiveness of the animations in recalling, a summative test revealed that five specific animations were very effective in the learning process. The animations in general, scored a mean value of above 3 out of a total of 5. In addition, box and whisker plot revealed that all three types of school earned marks above 50%. It was also noted that boys performed better than girls. Regarding the seven visual literacy indicators, an increase in mean marks and mean ranks through the Wilcoxon matched-pairs test was noted for the indicators school-wise as well as when the total was taken. Gender-wise it was observed that girls had a higher mean percentage than for boys except for the "essence" and "understand" indicators. This was followed by a student perception questionnaire and students' focus groups and finally a teacher phone interview. The tools were used to collect qualitative and affective information from students and teachers. Prior to coding methods, twenty five different categories emanated from the qualitative data which were reduced to five themes and then into one key assertion.