Aldağ, H., & Sezgin, M. E. (2002). Multimedia uygulamalarında ikili kodlama kuramı. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 15, 29-44.
Baddeley, A. (1992). Working Memory. Science, 255(5044), 556-559.
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Istruction, 8, 293-332.
Clark, R. C., Nguyen, F., & Sweller, J. (2005). Efficiency in learning: Evidence-based guidelines to manage cognitive load. Sydney: Pfeiffer.
Kablan, Z., & Erden, M. (2008). Instructional efficiency of integrated and seperated text with animated presentations in computer-based science instruction. Computers and Education, 51, 660-668.
Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1-17.
Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351-371.
Kirschner, P. A. (2002). Cognitive load theory: implication of cognitive load theory on the design of learning. Learning and Instruction, 12, 1-10.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32, 1-19.
Mayer, R. E. (2009). Multimedia learning. New York: Cambridge University Press.
Mayer, R. E., & Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83, 484-490.
Mayer, R. E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90, 312-320.
Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91, 358-368.
Moreno, R., Mayer, R. E., Spires, H. A., & Lester, J. C. (2001). The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents? Cognition and Instruction, 19, 177-213.
Mousavi, S. Y., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. ournal of Educational Psychology, 87, 319-334.
Paas, F., & van Merriënboer, J. (1993). The efficiency of instructional conditions: an approach to combine mental effort and performance measures. Human Factors, 35, 737-743.
Paas, F., & van Merriënboer, J. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86, 122-133.
Sağıroğlu, Ş. (2001). Etkin bilişim teknolojileri kullanımı. Ankara: Ufuk Kitabevi.
Schnotz, W. (2005). An integrated model of text and picture comprehension. In R. E. Mayer, In The Cambridge handbook of multimedia learning (pp. 49-69). Cambridge: Cambridge University Press.
Sweller, J. (2004). Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional Science, 32, 9-31.
Sweller, J. (2008). Instructional implications of David C. Geary’s evolutionary educational psychology. Educational Psychologist, 43, 214-216.
Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12(3), 185-233.
Sweller, J., van Merrienboer, J., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.
Takır, A. (2011). The effect of an instruction designed by cognitive load theory principles on 7th grade students' achievement in algebra topics and cognitive load. Ankara: Orta Doğu Teknik Üniversitesi.
van Gerven, P. W., Paas, F., van Merriënboer, J., & Schmidt, H. G. (2006). Modality and variability as factors in training the elderly. Applied Cognitive Psychology, 20, 311-320.
van Gog, T., & Paas, F. (2008). Instructional efficiency: Revisiting the original construct in educational research. Educational Psychologist, 43, 16-26.
Yeung, A. S., Jin, P., & Sweller, J. (1998). Cognitive load and learner expertise: Split-attention and redundancy effects in reading with explanatory notes. Contemporary Educational Psychology, 23, 1-21.