In the context of e-learning contents, if we take an approach based on the "Dual Channel" model, which is well known as a processing model for human perceptual judgments, cognitive resources can be used most effectively by methods that synchronize narrations with images and video contents. In general, however, the learner must search for a visual fixation point in the image or video while simultaneously listening to the narration, and if it is difficult to locate that fixation point, then the cognitive burden is increased, and the efficiency of understanding the learning content decreases. In cases such as these, it is considered effective to introduce a presentation method that uses a pointer to visualize the fixation point. In this research, we used an eye mark recorder (a device for measuring the subject?s point of visual focus and pupil diameter) to measure the point of fixation for e-learning students, in order to measure the effects of leading the subject?s fixation point with a pointer. The results indicated that in more than 80% of presentation material displays, the subjects followed the lead of the pointer. Tests following the experiment also showed that the subjects demonstrated higher percentages of correct answers for contents that displayed the pointer.