The purpose of this study is to evaluate the learning proficiency of using animations, static figures, power point bulletins, and e-plus software as environmental science with computer-based technology teaching texts. This study tries to analyze the variant backgrounds and character of students who have participated this multimedia technology course. In the meanwhile, our research tries to make an assessment about the study attitudes in the following two aspects: learning motivation and content efficiency toward computer-based environmental science issues, and the efficiency of learning results and applications toward computer-based environmental science issues. To sum up our research, there are at least four academic advantages:(FN1) It is a well-known conclusion that students acquire a better understanding of targeted environmental science concepts in manipulating computer-based technology,(FN2) The learning attitude of one-way ANCOVA for the students indicates the significant differences in their variances of environmental science issues. From Scheffe's post comparison, environmental ethics and sustainable developments is superior to other issues.(FN3) It is a new skill for students to combine animations literature, images and sounds into teaching, and to have concrete understandings from abstract environmental science courses, such as environmental hormones, sustainable developments, environmental ethics, green consumptions, and global changes.(FN4) Incorporated computer-based teaching validates to be an effective learning. Reprinted by permission of the publisher.