The research study sought to determine the effect of tailored animated motion sequences on teaching, performance, visual orientation and visual literacy in biology learners. The animations were developed by the teacher-researcher and a team of biology teachers as per the Grade 8\Form 2 biology syllabus hence referring to the term "tailored animations" or "tailored motion graphics" which will be used interchangeably in the study. The study was guided by six theories namely cognitive load theory, information processing theory, dual coding theory, multimedia theory, learning style theory and multiple intelligence theory. The Central Research question emanating from the aforementioned theories was as follows: What is the effect of tailored animations on teaching, academic performance, strength of visual mode and visual literacy in Grade 8 Biology students in Mauritius? This mixed-methods study included a series of case studies to probe more deeply into the performance and experience of the learners and their respective teachers so far visual stimulation was concerned. Prior to completion of a set of 15 tailored animations created with Flash Mx software package using the ADDIE and ACE model, same were tested for their feasibility by a group of students through a usability testing survey form and by teachers from different domains via an assessment rubric on the visual grammars that were spawn in the visuals. Following the evaluation of the animations by the students and teachers, some minor and major amendments were brought to the visuals accordingly. All the 311 participants completed a learning preference questionnaire 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. The data collected through the two "How do I learn best survey 1 and 2" surveys were declared as not normally distributed as per Kolmogorov-Smirnov and Shapiro-Wilk tests. Results prior to statistical tests demonstrated that students developed a preference for visual style. Moreover other results in uni, bi and tri modes also demonstrated an increase in inclination towards visual learning. 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 learning after using the visuals. Another non-parametric test that was applied was the Spearman's rho correlation and the result was a weak negative correlation for aural preference. There were not enough evidence about any 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 fifteen 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, graphical representation through 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 schoolwise 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. The contrary was noted when the total pre and posttest was computed with boys scoring a slightly higher mean percentage than girls. 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 like initial coding, descriptive coding, in vivo coding, magnitude coding and process coding, twenty five different categories emanated from the qualitative data which were reduced to five main themes and then into one key assertion.