Digital visualization technologies play a pivotal role in aiding students’ comprehension of abstract concepts. This study addresses this critical need by creating a tailored stop-motion animation (SMA) aimed at rectifying students’ misunderstandings concerning gas-collection activity. The development process spanned six phases, involving information collection, episode identification, storyboard construction, model creation, transformation of models into digital images, and the addition of narration to craft captivating animations. To evaluate the efficacy of this SMA on students’ conceptual understanding, data from the think-aloud method and written responses were gathered from a cohort of ten ninth grade students at a local junior secondary school. The findings were encouraging, underscoring the substantial role played by the customized SMA in facilitating students’ understanding of the structure of the multifunctional bottle, the properties of gases, and the gas flow in the gas-collection experiment. This study marks a promising stride in uncovering the potential of self-developed multimedia-based educational tools in chemistry education, paving the way for more effective and engaging learning environments.