Abstract: Overlaying visual cues on diagrams and animations can help students attend to relevant areas and facilitate problem solving. In this study we investigated the effects of visual cues on students' eye movements as they solved conceptual physics problems. Students (N=80) enrolled in an introductory physics course individually worked through four sets of problems, each containing a diagram, while their eye movements were recorded. Each diagram contained regions that were alternatively relevant to solving the problem correctly or related to common incorrect responses. Each problem set contained an initial problem, six isomorphic training problems, and a transfer problem. Those in the cued condition saw visual cues overlaid on the training problems. Students provided verbal responses. The cued group more accurately answered the (uncued) transfer problems, and their eye movements showed they more efficiently extracted the necessary information from the relevant area than the uncued group.