The use of animation as instructional multimedia, with its unique dynamic qualities, has certain interesting merits; however, it remains unclear whether its learning effects are truly advantageous. Previous research shows that the effectiveness of animated instructional multimedia depends on how it is used. Therefore, this study aims to explore whether animation is functionally better than other instructional media when it comes to learning Chinese verbs. This study adopts an experimental approach to test three types of instructional modes for Chinese verb character learning: (1) single word, (2) static image, and (3) animation. Sixty preschool students in Taiwan who are Chinese native speakers are included as volunteer participants. Post-test results show the group using animated multimedia to learn Chinese verbs performs better both in reading and comprehension than the single word and static image learning groups. This study suggests that animation can lead to better performance in learning Chinese verbs, and also proves again that animation offers great potential for instructional multimedia designers.