The time course of learners’ processing of a complex animation was studied using a dynamic
diagram of a piano mechanism. Over successive repetitions of the material, two forms of cueing
(standard colour cueing and anti-cueing) were administered either before or during the animated
segment of the presentation. An uncued group and two other control conditions were also employed.
Development of an internal representation of the movements depicted in the animation was evaluated
through participant demonstrations of the mechanism’s operation on a replica piano mechanism. Eye
tracking (fixation lengths) indicated that overall, conventional visuospatially-based cueing was largely
ineffective for directing attention across the presentations of the animation. Demonstration scores
from cued animations were no better than those produced from the uncued version. Cue obedience for
standard colour cueing was initially superior to that for anti-cues but fell away after the animation’s
first exposure. Contrary to expectations, there was no difference in cue obedience for cueing applied
before or during animation of the display. The findings suggest that alternatives to visuospatial cues
are needed to help learners process complex animations more effectively.