Criterion Description
Criterion Overview
Instructional materials should present information in ways that support learning without creating unnecessary distractions or accessibility barriers. Flashing, blinking, or rapidly moving content can interfere with concentration, increase cognitive load, and, in some cases, trigger adverse physical reactions for individuals with photosensitive epilepsy or other neurological conditions.
Motion should always serve an instructional purpose. While simple animations or transitions can help illustrate a concept or guide attention, decorative movement that repeatedly flashes, blinks, or automatically animates may distract learners from the instructional content. Static content or user-controlled animations generally provide a more accessible and effective learning experience.
Avoiding unnecessary flashing and motion supports students using assistive technologies, students with attention-related disabilities, and learners who may be sensitive to visual distractions.
Why It Matters
Students access course materials in many different environments and have varying learning needs. Excessive movement or flashing content can make it difficult to focus, increase cognitive fatigue, and create barriers to learning. For some individuals, flashing content may pose serious health risks.
Designing instructional materials with minimal unnecessary motion creates a calmer, more focused learning environment. When movement is used intentionally and sparingly, students can concentrate on the instructional message rather than the visual effects.
These practices support compliance with the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act, and WCAG accessibility standards while improving the overall learning experience for all students.
What This Looks Like
A well-designed course typically includes:
- No flashing or blinking text.
- Limited use of animations that directly support instruction.
- Motion that is purposeful rather than decorative.
- Videos and interactive content that do not contain rapidly flashing visual effects.
- Instructional materials that remain easy to read without unnecessary visual distractions.
Students can focus on learning without being distracted by excessive movement or flashing content.
Design Tips
Ask yourself: Does every animation or movement in my course support learning, or is it simply decorative?
✔ Avoid flashing or blinking text on course pages and presentations.
✔ Use animation only when it directly supports learning.
✔ Choose simple transitions over decorative visual effects.
✔ Ensure students can control multimedia playback whenever possible.
✔ Review videos and presentations for rapidly flashing content before publishing.
✔ Remove unnecessary motion that may distract learners from the instructional content.
✔ Consider how students with attention-related disabilities or photosensitive epilepsy may experience your course materials.
Criterion in Practice
Examples
Select each tab to view course enhancement examples.
Building
- Avoid using flashing or blinking text.
- Use static images instead of animated graphics when movement is not instructionally necessary.
- Limit decorative animations within presentations or course pages.
- Choose simple transitions rather than animated effects.
Strengthening
- Review videos, presentations, and interactive content for unnecessary flashing or movement.
- Use animations only when they clarify a concept or demonstrate a process.
- Ensure learners can manually control animations or multimedia when appropriate.
- Remove decorative motion that does not contribute to learning.
Transforming
- Design multimedia that intentionally uses motion to enhance learning while maintaining accessibility.
- Evaluate instructional materials from the perspective of learners who may be sensitive to visual distractions.
- Incorporate accessibility reviews into the development of presentations, videos, and interactive content.
- Model accessible multimedia design practices in student assignments and presentations.