<p>Dynamic visualization (i.e., animation; video) is often used to improve comprehension of complex materials. This is why it is crucial to facilitate apprehension of dynamic visualization so learners can more easily elaborate a coherent mental representation. In two experiments, we investigated signaling with a pointing task while viewing a video to facilitate apprehension of a dynamic visualization and thus comprehension. Experiment 1 had 78 participants; Experiment 2 had 85 participants. In both experiments, we measured participants’ visuospatial abilities. In both experiments, participants learned about different canine gaits from videos. In Experiment 1, we compared verbal instructions with a pointing task. In Experiment 2, we compared a pointing task with rotation with a pointing task without rotation. We also measured cognitive load. Both experiments showed a positive effect of instructions and pointing tasks (with and without rotation) during video comprehension. Experiment 1 showed a benefit of signaling only for easily apprehensible video and, in contrast, Experiment 2 indicated that pointing tasks were effective regardless of the gait being learned. Our results suggest that a pointing task is not necessarily more useful than instructions alone—learners could misuse the pointing task; also, the pointing task could be effective when the device allows an appropriate use of this task. Another explanation is that learners may have been cognitively fatigued during the first experiment. In this way, signaling could be effective for dynamic visualizations when learners have all their cognitive resources available.</p>