Previous work applying cognitive load theory has demonstrated the effect of various text/graphic/narration relations on learning using multimedia material. Other work has looked at how the degree of integration between the text and graphics influences their use. This study set out to look at how the degree of integration between text and graphics interacts with text density, graphic dynamics, and narration to influence visual attention in multimedia instructional material. Eye tracking methodologies were used to explore how visual attentional resources were distributed under these varying conditions. Narration had a clear effect of "pacing" the viewers of the slide show. In addition, both high text density and relevant animation seemed to create high load conditions that favored students relying more heavily on narration, shifting visual attention away from the text and to the graphic. (Contains 12 figures and 1 table.)