;In a software learning class, students not only learn by listening to the teacher’s lecture, but they also gain knowledge by practicing the assigned exercises. However, several challenges exist in a computer-equipped classroom, which lead to different rates of learning progress among students (McGrail, 2007). These challenges include: (1) social isolation of students in class; (2) teacher-student communication is limited; (3) the teacher is burdened by a heavy workload associated with both teaching and helping students practice acquired techniques; and (4) statistical information reflecting the students’ learning progress rates is seldom available to the teacher. Varying degrees of learning progress rates in a class make the teacher hesitant to present new lecture material to the students. In this study, the author developed a learning-assisted procedure called the “PLITAZ system.” This novel method involves "pause-lecture," "instant tutor-tutee match," and "attention zone" strategies to overcome learning challenges in addition to reducing students’ learning progress differences. This study was conducted in a college-level course on a geographic information system called “ArcGIS” using the proposed system and strategies. First, the author implemented the pause-lecture strategy into the teacher’s lecture time to help the students follow the instruction. Additionally, a suitable time period was established for the teacher to react to the students’ engagement reports, which came from the strategy. Second, the author implemented the instant tutor-tutee match strategy to help the students quickly find peer tutors within the allocated practice time. This particular strategy facilitated peer support activities and learning performance. Finally, the author implemented the attention zone strategy within the allocated practice time to help the teacher identify students with slower learning progress rates.