Mouse pointing can effectively guide students to pay attention to the relevant information on slides that an instructor is verbally dearth of studies systematically examining the role of mouse pointing in instructional videos. To address this gap, the present study aims to test the impact of different types of mouse pointing (continuous pointing vs. intermittent pointing vs. no pointing) on students' dwell time on slides and the instructor, fixation counts on slides and the instructor, intersubject correlation (ISC) of eye movements, average blink duration, and learning performance. Eye movements data found that students viewing instructional videos with continuous pointing exhibited longer dwell time on slides, shorter dwell time on the instructor, and greater ISC, compared to viewing videos with intermittent pointing and without pointing. Furthermore, students viewing instructional videos with intermittent pointing exhibited longer blink duration compared to those viewing videos with continuous pointing and without pointing. More importantly, students showed better learning performance in the instructional video featuring intermittent pointing. The results suggest that intermittent pointing is more effective at enhancing learning from instructional videos than continuous pointing, and continuous pointing is more effective than no pointing. Consequently, we suggest that instructors employ intermittent mouse pointing as a strategy to enhance students' learning performance in instructional videos.