State of the art research into Cognitive Load Theory

[1] Prior knowledge in learning from a non-linear electronic document: Disorientation and coherence of the reading sequences [J]. COMPUTERS IN HUMAN BEHAVIOR, 2009, 25 (02) : 381 - 388

[2] [Anonymous], EVOLUTIONARY PSYCHOL, DOI DOI 10.1177/147470490600400135

[3] [Anonymous], 1985, Cognition and Instruction, DOI [10.1207/s1532690xci0201_3, DOI 10.1207/S1532690XCI0201_3, 10.1007/978-1-4419-8126-4, DOI 10.1207/S1532690XCI02013]

[4] Using video and static pictures to improve learning of procedural contents [J]. COMPUTERS IN HUMAN BEHAVIOR, 2009, 25 (02) : 354 - 359

[5] Learning from examples: Instructional principles from the worked examples research [J]. REVIEW OF EDUCATIONAL RESEARCH, 2000, 70 (02) : 181 - 214

[6] Interactive example-based learning environments: Using interactive elements to encourage effective processing of worked examples [J]. EDUCATIONAL PSYCHOLOGY REVIEW, 2007, 19 (03) : 375 - 386

[7] Ayres P., 2014, CAMBRIDGE HDB MULTIM, P206, DOI [DOI 10.1017/CBO9781139547369.011, https://doi.org/10.1017/CBO9781139547369.011]

[8] Using subjective measures to detect variations of intrinsic cognitive load within problems [J]. LEARNING AND INSTRUCTION, 2006, 16 (05) : 389 - 400

[9] Can the cognitive load approach make instructional animations more effective? [J]. APPLIED COGNITIVE PSYCHOLOGY, 2007, 21 (06) : 811 - 820

[10] Making instructional animations more effective: A cognitive load approach [J]. APPLIED COGNITIVE PSYCHOLOGY, 2007, 21 (06) : 695 - 700

[1] Prior knowledge in learning from a non-linear electronic document: Disorientation and coherence of the reading sequences [J]. COMPUTERS IN HUMAN BEHAVIOR, 2009, 25 (02) : 381 - 388

[2] [Anonymous], EVOLUTIONARY PSYCHOL, DOI DOI 10.1177/147470490600400135

[3] [Anonymous], 1985, Cognition and Instruction, DOI [10.1207/s1532690xci0201_3, DOI 10.1207/S1532690XCI0201_3, 10.1007/978-1-4419-8126-4, DOI 10.1207/S1532690XCI02013]

[4] Using video and static pictures to improve learning of procedural contents [J]. COMPUTERS IN HUMAN BEHAVIOR, 2009, 25 (02) : 354 - 359

[5] Learning from examples: Instructional principles from the worked examples research [J]. REVIEW OF EDUCATIONAL RESEARCH, 2000, 70 (02) : 181 - 214

[6] Interactive example-based learning environments: Using interactive elements to encourage effective processing of worked examples [J]. EDUCATIONAL PSYCHOLOGY REVIEW, 2007, 19 (03) : 375 - 386

[7] Ayres P., 2014, CAMBRIDGE HDB MULTIM, P206, DOI [DOI 10.1017/CBO9781139547369.011, https://doi.org/10.1017/CBO9781139547369.011]

[8] Using subjective measures to detect variations of intrinsic cognitive load within problems [J]. LEARNING AND INSTRUCTION, 2006, 16 (05) : 389 - 400

[9] Can the cognitive load approach make instructional animations more effective? [J]. APPLIED COGNITIVE PSYCHOLOGY, 2007, 21 (06) : 811 - 820

[10] Making instructional animations more effective: A cognitive load approach [J]. APPLIED COGNITIVE PSYCHOLOGY, 2007, 21 (06) : 695 - 700