Learning from worked examples(WE)has been shown to be beneficial for novices.We have previously conducted two studies,comparing learning from examples to tutored problem solving in SQL-Tutor,and Intelligent Tutoring System(ITS).The first study showed that interleaving examples with supported problem solving is an optimal choice compared to using either of those two types of learning in isolation.In the second study,we added an adaptive strategy for selecting WE or problems to be given to the learner,which proved to be superior to the fixed sequence of WE and problems.In this paper,we focus on how students with different levels of knowledge process WEs.Our goal is to identify meaningful differences in example processing that can be used to provide adaptive hints to the learner.In order to comprehend SQL examples,the learner needs to understand the database which is used as the context.We analysed eye movements collected from a quasi-experiment,and found a significant difference in the amount of attention students paid to database schemas.