The purpose of this research was to analyze the effects on learning, when using the multimedia resource "Autolearning Biology" in the academic course Biological Science I, composed of 30 students of Veterinary Medicine at the University of Applied Sciences and Environmental UDCA. Initially, the project was based on the learning theories which influenced the design of applications, aimed at the acquisition of knowledge. As the group could not be aleotorized, we used a quasiexperimental design, divided into two subgroups. The multimedia resource was alternately applied in a way that a subgroup could serve as control, in which case the thematic received, corresponded to traditional classroom teaching. Differences among the academic performance of each subgroup and among subgroups were established, being the control the traditional classroom teaching. For this type of treatment a crossover design was used. It was found that for the academic performance in areas such as proteins and lipids, the application of the multimedia resource had a positive impact on performance, while in other areas no difference between the two applications was obtained. As for the design of the activities of application, no clear connection with the performance was detected, since when animations were used, the yield was lower and apparently with the activities of fixed text and images, the performance is higher.