The aim of this study was to investigate the effects of various user-control strategies of segmented animation in learning abstract contents or processes that are not naturally visual on the cognition of students. In particular, the study examined the effects of five different user-control strategies: linear user-control, random user-control, free user-control, program-control, and continuous user-control. The research design was quasi-experimental and the data obtained were statistically analysed using ANCOVA and ANOVA. The instruments involved were pre-test, post-test, and NASA-TLX cognitive load test. The sample size consisted of 265 semester-two students enrolled in the Diploma in Networking System. The results indicated significant differences in the post-test and cognitive load test outcomes. In conclusion, this study suggests that the use of user-control, either linear user-control or random user-control, were sufficient strategies for learning abstract contents in segmented animation form.