Previous studies have shown that the instructor’s presence in video lectures has a positive effect on learners’ experience. However, it does increase the cost of video production and may increase learners’ cognitive load. An alternative to instructor’s presence is the use of embodied pedagogical agents that display limited but appropriate social signals. In this extended abstract, we report a small experimental study into the effects of video instructor’s behaviour on students’ learning experience, with the long term aim of better understanding which instructor’s social signals should be applied to pedagogical agents. We used eye-tracking technology and data visualisation techniques to collect and analyse students’ distribution of visual attention in relation to the instructor’s speech and body language. Participants also answered questions about their attitudes toward the instructor. The results suggest that the instructor’s gaze directed towards the lecture’s slides, or a pointing gesture towards the slides, is not enough to shift viewers’ attention. However, the combination of both is effective. An embodied pedagogical agent should be able to display a multimodal behaviour, combining gaze and gestures, to effectively direct the learners’ visual attention towards the relevant material. Furthermore, to make learners pay attention to the lecturer’s speech, the instructional agent should make use of pauses and emphasis.