Cognitive Load Theory

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Thirty years of research on online learning (2018, background): “Instructional design goal description”
Educational Implications of Expertise Reversal Effects in Learning and Performance of Complex Cognitive and Sensorimotor Skills (2012, background): “Many experimental studies generated by this theory demonstrated that instructional procedures and techniques that were effective for novice learners appeared to be detrimental for more experienced learners (an expertise reversal effect; for recent reviews of this area of research, see Kalyuga, 2007;”
Cognitive load theory: New directions and challenges (2012, background): “worked examples and modality effect) to overcome such difficulties (for summaries of the effects and applications, see Clark, Nguyen, & Sweller, 2006; Sweller et al., 2011; van Merriënboer & Ayres, 2005) Cognitive load theory, like many theories, has come under some scrutiny in the last couple of ye”
Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains (2011, background): “A large body of evidence into cognitive load theory (Paas et al. 2003; Sweller 1994; Sweller et al. 2011) and the cognitive theory of multimedia learning (Mayer 2009; Mayer and Moreno 2003) suggest that visualizations are easier to comprehend when they are designed in accordance with human cognitive”