近幾年電腦教學助教整合人工智慧設計並強調能提升學習者學習興趣及動機，但如果運用電腦教學助教欠缺教學及認知引導，不僅產生分心效應，亦失去使用電腦教學助教的意義。為克服電腦教學助教欠缺教學及輔助學習者的認知學習歷程，本研究提出以認知負荷理論為學理架構，設計電腦教學助教教學，以及認知引導的功能，輔助學習者認知歷程。本研究採用準實驗設計並輔以眼動追蹤儀器作為診斷電腦教學助教設計的機制。研究結果顯示，電腦教學助教能有效提升學生的學習成效。此外，根據眼動數據中的凝視點及掃視軌跡分析發現，高先備知識學習者相較於低先備知識學習者，較能專注於重要訊息。

The present study examined the effects of applying a pedagogical agent as a learning companion for supporting the cognitive process of learners to decrease their extraneous cognitive load. In the experimental condition, a pedagogical agent provided attention cueing to foster the cognitive process of selecting relevant information and to support the learners in acquiring knowledge on biological concepts in a multimedia learning environment. The findings indicate a general positive effect from the pedagogical agent on learning and a significant negative correlation between learning performance and cognitive load. In addition, an eye-tracking system was employed to investigate the eye movements, including the number of fixations, fixation time, and scan path, of students with high prior knowledge and students with low prior knowledge. Compared with the students with low prior knowledge, the students with high prior knowledge exhibited higher fixation densities on critical information.