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Elementary Korean textbooks have long played a pivotal role in students' basic education and learning Korean. Textbooks and pictures in textbooks are important visual information to help understand what is being learned, and the two different representational systems interact with each other. For the experimental sample, nine images were selected using the E.Imhof's color usage guidelines as an analysis framework, and textbook colors were analyzed using three knowledge representation methods of cognitive psychologist J.S.Bruner. For each type, the effect on students' visual concentration was experimented by setting an interest factor (Grid AOI) using an eye tracker. The experiments were based on three preliminary experiments and the results of this study in the scan path and the heat map. This experiment proved that four to seven colors of characters, six to seven levels of color tone, two to three colors of background, and five to seven levels of color tone are suitable. This is a color principle that is adapted to the difficulty of the Korean language curriculum of the first semester of the 2015 revised textbook.