Animation of various types has been used increasingly in different disciplines in computer-based learning environments to facilitate achievements of different kinds of learning objectives. However, the result of empirical animation studies has been mixed and mostly discouraging. The purpose of this meta-analysis was to examine the instructional effectiveness of different types of enhancement strategies used to complement animated instruction. Eleven hundred and twenty-four college-level students participated in 12 independent experimental studies. The uniqueness of this meta-analysis lies in the fact that the instructional content and four independent criterion measures were held constant in all studies. One hundred and twenty-four effect sizes were calculated. The results indicate that when "conventional" one dimensional animation strategies are employed to complement animated instruction, small to moderate effect sizes are realized and that the various enhancement strategies were not equally effective in facilitating different types of educational objectives. (Contains 4 tables and 2 figures.)