Instructors' attention to students is vital for teaching. However, instructors' level of attention to students, which has the potential to influence students' learning across different lecture types, has yet to be fully explored. The aim of this study was to examine the impacts of the instructor's attention to students and lecture type on students' learning performance and perceptions. This study used a 3 x 2 (instructor's attention: high vs. medium vs. low; lecture type: video lecture vs. traditional lecture) between-subjects design. Traditional lectures were conducted in the classroom by the instructor, whereas video lectures involved playing pre-recorded videos of the instructor. Each type of lecture contained three levels of the instructor's attention. A total sample of 285 primary school students was randomly assigned to one of six classrooms to view a lecture. A posttest was administered to measure learning performance, while post-lecture questionnaires were used to assess perceptions, including learning experience, learning satisfaction, and affects. ANOVAs were used to analyze the data. Results showed that the instructor's attention had effects on students' learning performance and perceptions regardless of lecture type. Specifically, the instructor's high attention enhanced students' learning performance. Furthermore, the instructor's medium attention promoted students' learning experience, learning satisfaction, and positive affect, while the instructor's low attention restrained it. Our results highlight the fact that an instructor's visual attention influences students' learning performance and perceptions in video lectures and traditional lectures. The study recommends that instructors should strategically allocate their attention to optimize students' learning.