| # | Title | Journal | Year | Citations |
|---|
| 1 | Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching | Educational Psychologist | 2006 | 4,281 |
| 2 | Cognitive Load Theory | | 2011 | 1,196 |
| 3 | Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load | Educational Psychology Review | 2010 | 1,075 |
| 4 | Cognitive load theory in health professional education: design principles and strategies | Medical Education | 2010 | 927 |
| 5 | Cognitive Architecture and Instructional Design: 20 Years Later | Educational Psychology Review | 2019 | 701 |
| 6 | Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction | Educational Psychology Review | 2007 | 633 |
| 7 | Can we teach digital natives digital literacy? | Computers and Education | 2012 | 548 |
| 8 | Cognitive Load Theory: How Many Types of Load Does It Really Need? | Educational Psychology Review | 2011 | 400 |
| 9 | Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture | Instructional Science | 2004 | 294 |
| 10 | Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries | Educational Psychologist | 2007 | 288 |
| 11 | Research on cognitive load theory and its design implications for e-learning | Educational Technology Research and Development | 2005 | 256 |
| 12 | Learner control, cognitive load and instructional animation | Applied Cognitive Psychology | 2007 | 251 |
| 13 | Using subjective measures to detect variations of intrinsic cognitive load within problems | Learning and Instruction | 2006 | 250 |
| 14 | Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives | Educational Psychology Review | 2010 | 236 |
| 15 | Cognitive load theory and educational technology | Educational Technology Research and Development | 2020 | 236 |
| 16 | The Split-Attention Principle in Multimedia Learning | | 2005 | 230 |
| 17 | Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES) | Contemporary Educational Psychology | 2016 | 223 |
| 18 | Changing the Focus: From Nature of Science (NOS) to Features of Science (FOS) | | 2012 | 217 |
| 19 | The Mirror Neuron System and Observational Learning: Implications for the Effectiveness of Dynamic Visualizations | Educational Psychology Review | 2009 | 202 |
| 20 | Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning | Educational Technology Research and Development | 2005 | 198 |
| 21 | Cognitive load theory, the transient information effect and e-learning | Learning and Instruction | 2012 | 189 |
| 22 | (null) | Higher Education | 2001 | 185 |
| 23 | The worked example effect and human cognition | Learning and Instruction | 2006 | 185 |
| 24 | Natural Information Processing Systems | Evolutionary Psychology | 2006 | 176 |
| 25 | The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications | Educational Technology Research and Development | 2005 | 149 |
| 26 | Measuring Knowledge to Optimize Cognitive Load Factors During Instruction. | Journal of Educational Psychology | 2004 | 146 |
| 27 | Instructional animations can be superior to statics when learning human motor skills | Computers in Human Behavior | 2009 | 146 |
| 28 | Knowledge elaboration: A cognitive load perspective | Learning and Instruction | 2009 | 139 |
| 29 | Patients’ perceptions of a home telecare system | International Journal of Medical Informatics | 2008 | 130 |
| 30 | Human cognitive architecture: Why some instructional procedures work and others do not. | | 2012 | 126 |
| 31 | Impact of reducing intrinsic cognitive load on learning in a mathematical domain | Applied Cognitive Psychology | 2006 | 124 |
| 32 | The added value of inclusive research | Journal of Applied Research in Intellectual Disabilities | 2018 | 124 |
| 33 | Relations among teachers’ self-efficacy beliefs, engagement, and work satisfaction: A social cognitive view | Contemporary Educational Psychology | 2019 | 123 |
| 34 | Rethinking the Boundaries of Cognitive Load Theory in Complex Learning | Educational Psychology Review | 2016 | 120 |
| 35 | Extending Cognitive Load Theory to Incorporate Working Memory Resource Depletion: Evidence from the Spacing Effect | Educational Psychology Review | 2018 | 119 |
| 36 | Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics. | Journal of Educational Psychology | 2016 | 113 |
| 37 | Profiles of teacher personality and relations with teacher self-efficacy, work engagement, and job satisfaction | Personality and Individual Differences | 2018 | 109 |
| 38 | The Modality Principle in Multimedia Learning | | 2005 | 104 |
| 39 | Contemporary cognitive load theory research: The good, the bad and the ugly | Computers in Human Behavior | 2011 | 104 |
| 40 | Teachers' attributions for stress and their relationships with burnout | International Journal of Educational Management | 2011 | 104 |
| 41 | Non-cognitive predictors of academic achievement: Evidence from TIMSS and PISA | Learning and Individual Differences | 2018 | 104 |
| 42 | Learning by imagining. | Journal of Experimental Psychology: Applied | 2001 | 103 |
| 43 | Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases | Educational Psychology Review | 2015 | 103 |
| 44 | Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter? | Journal of Educational Psychology | 2019 | 103 |
| 45 | Constructivism and Science Education: A Further Appraisal | Journal of Science Education and Technology | 2002 | 100 |
| 46 | Relative effectiveness of animated and static diagrams: An effect of learner prior knowledge | Computers in Human Behavior | 2008 | 100 |
| 47 | Working memory, long-term memory, and instructional design. | Journal of Applied Research in Memory and Cognition | 2016 | 100 |
| 48 | The Expertise Reversal Effect is a Variant of the More General Element Interactivity Effect | Educational Psychology Review | 2017 | 100 |
| 49 | Motivation and collaboration: The keys to a developmental framework for teachers’ professional learning | Teaching and Teacher Education | 2017 | 100 |
| 50 | Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014–2018) | Language Teaching | 2020 | 91 |
