Abstract
Cognitive load theory was used to argue why instructional animations are more effective in teaching human motor skills than static representations. A key aspect to this argument is the role played by the transitory nature of animation and the newly discovered human mirror-neuron system. In two experiments students were taught to tie knots or complete puzzle rings either through an animated presentation or an equivalent sequence of static diagrams. In both experiments students learnt more from the animation mode than the static one, thus supporting the general thesis of the paper.