Motor learning is a process associated with practice or experience leading to relatively permanent changes in the capability for movement (Schmidt & Lee, 1999). Perception and action are mutually influenced. Purposes: To compare the effects of visual perception and auditory perception on motor learning and to examine the kinematic characteristics of bouncing a ball in virtual condition. Methods: Using computer simulation to interact with human movement to study the effect of vision and audition on learning. Sixteen undergraduate students were assigned to either vision or audition group. Participants practiced 5 trials of the virtual hitting task a day for 8 days followed by 2 days' transfer test where both visual and auditory information were provided. A 2 (vision and audition group) x 3 (the first two days, the 7th and the 8th days, and the 9th and 10th days) mixed design ANOVA on the number of hit was used to analyze the effects of the perceptual modes and learning. Results: Effects of perceptual mode, practice block and the interaction of the two are all significant (p＜.05). The simple main effect shows that there is a significant difference between visual and auditory groups. Post hoc analyses show that for the vision group, the first block is significantly different from the second and the transfer block; for the auditory group, only the first block is significantly different from the transfer test. Conclusion: Visual information appears to be more useful than auditory information in learning the virtual hitting task. The kinematics data indicates that the performance is more stable when the bat shows negative acceleration at the impact point which is similar to hitting the real ball in the natural environment.