| Sumario: | Nursing research courses can be challenging due to the complex terminology, causing some undergraduates to be overwhelmed and have low motivation to engage in the course content. Theory-based animated instructional materials can enhance students' interest and learning outcomes, potentially becoming an effective teaching strategy for nursing research courses. To develop animated instructional materials based on the cognitive theory of multimedia learning and four-component instructional design model, integrate collaborative learning strategies, and evaluate students' cognitive load and learning experiences. Action research approach. A university in central Taiwan. Fifty-one undergraduate nursing students. Six lessons comprising 17 animated instructional materials were developed. The course structure includes three phases: (1) preclass (students watch animated videos on the teaching platform), (2) in-class (students engage in collaborative learning groups [8–9 members] to discuss, complete tasks, and present, with teachers providing clarifications), and (3) postclass (students perform reflective writing and participate in learning assessments, including cognitive load and satisfaction surveys). Students reported a moderate level of intrinsic cognitive load (M = 1.94; standard deviations [SD] = 0.92; range 1.71–2.45) and a low level of extraneous cognitive load (M = 1.49; SD = 0.71; range 1.47–1.53) based on a five-point scale, indicating that the materials imposed minimal extraneous load. Meanwhile, overall satisfaction was high (M = 4.39; SD = 0.62; range 4.33–4.43) based on a five-point scale, with improvement in learning skills and critical thinking/problem-solving abilities rated the highest. The qualitative reflections revealed five themes: (1) engaging and stress-reducing learning experience, (2) simplifying concepts to improve memory, (3) complex concept interpretation advantage, (4) convenience for preview and review, and (5) collaborative learning benefits and challenges. Theory-based animated instructional materials can enhance students' learning satisfaction and comprehension without additional cognitive load. Collaborative learning was beneficial. However, effective implementation requires careful monitoring of group dynamics and timely conflict resolution. • Animated materials enhanced student engagement and understanding in the research courses. • Animations effectively explained the complex concepts in nursing research courses. • Teacher-created animations aligned with the objectives and ensured instructional accuracy.
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