Time is often an accommodation used to ensure equity during assessments. The assumption is that the provision of additional time would help learners who require accommodations. In this study we examined 29 learners of differing spatial ability on visual learning tasks using static and dynamic digital images. The performance and time required to complete these tasks were compared among the high and low spatial ability learners in the study. We found spatial ability was not statistically associated to a learner's completion time during two visual learning tasks (F(1, 26)=1.286, p = 0.05). Further, spatial ability did not have a significant effect on performance during a static image visual learning task, statistically significant differences were observed in the dynamic image visual task (t(27)=3.342, p = 0.01). Therefore, the accommodation of extra time during assessments using digital media is not as effective as the selection of media that is used in the assessment. These results will help to identify more effective design practices and selection of appropriate measures to support learners.