Video tutorials substantially support demonstration-based training where the main goal is to enhance procedural knowledge by observing various understandable examples of performing a task. Although video tutorials are broadly popular nowadays, little attention is given to the design features of an instructional tutorial. The aim of this study is to investigate the use of cueing on video tutorials for software training. Task performance, mental effort, and self-efficacy were included as dependent variables to explain possible effects mechanisms. The experiment included 118 undergraduate students with ICT experience from a Computer Science department in Greece. All subjects viewed three video tutorials on video editing software followed by practice. The participants achieved significant learning gains, reaching moderate to high levels of success on task performance. No cueing effect was found. The discussion proposes several alternatives for improving the effectiveness of video tutorials. [For the full proceedings, see ED622227.]