This paper examines variations of text density levels for learning in a computer-based instruction (CBI) tutorial from an integrated perspective, and addresses the following questions: (1) What is the text density? (2) What are the relationships among text density approaches? and (3) What are the contributions of text density for learning and how can perceptual skills and human factors be used for a CBI tutorial? Several ways of defining low- and high-density are given, and the effect on achievement of visual perception and reading skills is discussed. The variation of text density levels is addressed from the standpoint of chunking and manipulation of content information approaches. The structure of text density considers both the components of screen design and the elements of human information processing. Meaningful information occurs when interaction is provided from the intersection of text design, content and perception, indicating the relationship between text density and the perceptual cycle. Finally, text density variations of CBI screen design are affected by technological and human cognitive limitations, based on different visual perceptions, human-computer interaction strategies, and user interfaces. Three figures illustrate aspects of CBI and text density levels. (Contains 49 references.) (MAS)