This paper reports on study that investigated the use of two different learning
technologies, Agent-Based Models (ABMs) and video-based visualizations, for learning
nanoscience. The design of the study was informed by an embodied cognition perspective. In
order to help students learn important nanoscience concepts related to size-dependent
property, two different treatment conditions were developed: (a) working with two different
ABMs, and (b) watching two video-based visualizations. The paper describes the theoretical
rationale for the treatment conditions, the study, learning outcomes, and implications of this
research for learning challenging scientific ideas about nanoscience.