This study was limited to the virtual acquisition of computer-based technology on the application and practical test among one hundred and ninety-five (195) TVE – animation in visual graphic Design students in face-to-face teaching modality at San Pedro Relocation Center National High School – Main Campus. It was used a purposive sampling technique to select the best-suited respondents. In order to analyze and interpret the data gathered, weighted mean, standard deviation, frequency, percentage, and regression analysis were utilized in this study. It is found out that inn terms of the extent of acquisition of animation and visual graphic design skills of students, findings show that all the indicators as to stop motion, graphic design and cartooning are very great extent which means that using technology in teaching has the positive effect towards their performance. In addition, in terms of the level of students evaluation on the application, findings show that all item indicators as to laboratory activities and collaborative activities very great extent. This further indicates that acquiring animation and visual graphic design skills takes a big part in how they should be applied in laboratory and collaborative activities. Moreover, in terms of students performance on practical test is perceived as mastered which means that all the criteria needed in the activity was met by the learners. From the findings, we can infer that at 0.05 level of significance, the null hypothesis “There is no significant effect of virtual acquisition of animation and visual graphic design skills on students evaluation on it application in terms of laboratory and collaborative activities” is rejected. Therefore, it was concluded that utilizing technology in TVE – Animation and Visual Graphic Design activities such stop–motion, graphic design, and cartooning, and letting the students collaborate with the other learners made positive effects on their achievements. In addition, we can infer that at 0.05 level of significance, the null hypothesis “There is no significant effect of virtual acquisition of animation and visual graphic design skills on students Performance in the Practical Test in terms of Test Scores” is partially rejected. Therefore, it was concluded that virtual acquisition in animation and visual graphic design skills can still enhance the test scores/performance of the learners.                 This study suggested that educational institutions ought to equip their classrooms with technology-based tools like laptops, tablets, and internet connectivity to enhance instruction and student engagement. This will go a long way in developing the animation and visual graphic design skills of students. Moreover, monitoring of academic performance should concentrate on the needs of each student to reduce the study load and optimize their learning potential. Teachers may stress the significance of acquiring animation and visual graphic design skills and encourage their importance among learners. Programs that enhance these skills and practical assessments can aid students in applying these skills effectively. Lastly, to avoid overemphasis on rote memorization, TVE educators and pupils should be provided with captivating resources and teaching materials that promote active participation in lessons.