The integration of information and communication technologies in the teaching of scientific disciplines multiplies the teaching capacities which makes it possible to approach scientific concepts and notions. In the same context, the use of graphic animations for learning is more and more frequent, especially to show complex, invisible and dynamic phenomena. The main objective of our work is to examine the impact of graphic animations on the learning of innate immunity by third-year college students. To do this, a sample of 66 students was divided into a control group (n=33) and an experimental group (n=33) whose only difference was the use or non-use of graphic animations. The two groups of students took a knowledge test twice: The first before the course (pre-test) and the second after the course (post-test). Statistical analyzes were performed with the independent samples t-test to compare the post-test scores as well as the relative learning gain between the two groups of students. The results showed clearly that the grades and the relative learning gain of students in the experimental group (taught with the animations) are higher and significantly different from those of the students in the control group (taught in the traditional way). This shows that teaching with graphic animations can have a very positive impact on student learning and on improving their academic performance.