When worked examples don't work: Is cognitive load theory at an Impasse?☆

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Cognitive load theory: more food for thought (2010, background): “On the other hand, a growing number of educational psychologists and researchers has identified many conceptual, methodological, and practical limitations of the theory (Bannert 2002; Brünken et al. 2009; Horz and Schnotz 2009; Moreno 2006; Schnotz and Kürschner 2007).”
Where learning starts? A framework for thinking about lectures in university mathematics (2010, background): “[48,49,52,53], and references therein), and this makes it important to choose and deliver worked and follow-up examples in reaction to the students’ progress.”
Cognitive Load Theory and the Role of Learner Experience: An Abbreviated Review for Educational Practitioners (2008, methodology): “Similarly, students may perceive some instructional methods as more supportive than others, therefore producing positive learning results by minimizing anxiety and bolstering students’ confidence in their ability to successfully complete the learning task (i.e., increasing students’ self-efficacy fo”
Learning programming via worked-examples: Relation of learning styles to cognitive load (2014, result): “It is worth noting, however, that the majority of these studies have failed to provide consistent findings for the instructional effectiveness with regard to learning outcomes and cognitive load effects (Moreno, 2006; Paas & van Gog, 2006).”