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This mixed-methods study investigated the potential of creating animated videos as an innovative instructional alternative to writing essays for research presentations from several perspectives, including learning achievement, student creativity and acceptance. The exploratory study was conducted in a technology integration course with 17 preservice teachers. Data were collected from the participants’ essays and animated videos, along with participants’ responses to acceptance surveys. The data analysis results revealed that creating animated videos for presenting research can support student criterion-based performance, encourage student creativity, and prevent reproductive learning. The participants confirmed their enjoyment and acceptance of creating animated videos for research presentations.