Aali, A., Khorami, A., & Eslami, S. (2019). When is Problem-based Learning More Effective? A Meta- analysis. New Educational Approaches , 13(2), 77-94. doi:10.22108/nea.2019.105216.1104
Abdi, A., & Rostami, M. (2018). The Effect of Instruction Based on Cognitive Load theory on Academic Achievement, Perceived Cognitive Load and Motivation to Learning in Science Courses. Journal of Instruction and Evaluation, 10(40), 43-67.
Barati, H., & Oreyzi, H. (2016). Relations of Leadership Empowerment Behavior and Job Enrichment with Career Satisfaction: The Mediating Role of Intrinsic Motivation. Contemporary Psychology. Biannual Journal of the Iranian Psychological Association, 11(1), 63-74.
Calderón, A., Meroño, L., & MacPhail, A. (2019). A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers. European Physical Education Review, 26(1), 241-262. https://doi.org/10.1177/1356336x19850852
Chen, O., Castro-Alonso, J. C., Paas, F., & Sweller, J. (2017). Extending cognitive load theory to incorporate working memory resource depletion: Evidence from the spacing effect. Educational Psychology Review, 30(2), 483-501. https://doi.org/10.1007/s10648-017-9426-2Dunlosky, J., Badali, S., Rivers, M. L., & Rawson, K. A. (2020). The role of effort in understanding educational achievement: Objective effort as an explanatory construct versus effort as a student perception. Educational Psychology Review, 32(4), 1163-1175. https://doi.org/10.1007/s10648-020-09577-3Ghadampour, E., Khalili Z., & Rezaeian, M. (2018). Effect of Teaching Meta-Cognition Package(Critical Thinking, Problem Solving and Meta-Cognition Approaches) on the motivation and the scholastic achievement of male students of first grade high school. Journal of Instruction and Evaluation, 11(42), 71-90.
Ghanbari, M., Hassanabadi, H.R., & Kadivar, P. (2017). The impacts of explanation and priorknowledge on cognitive load and learning translation in a computer-based multimedia learning environment .Journal of Cognitive Psychology, 5(1), 11-20.
Hassanabadi, H.R., & Nuri, M. (2008). Self- explaining and Instructional explanation: Two helpful techniques to use the method of solution of worked-out example step by step. Educational Computers & Education, 4(6), 426-445.
Johnson, C. I., & Mayer, R. E. (2010). Applying the self-explanation principle to multimedia learning in a computer-based game-like environment. Computers in Human Behavior, 26(6), 1246-1252.DOI:https://doi.org/10.1016/j.chb.2010.03.025
Mohammadi Darvish Baqal, N., Hatami, H., Asadzadeh, H., & Ahadi, H. (2013). A study of the effect of teaching (cognitive and metacognitive) self-regulation strategies on high school students’ motivational beliefs (educational motivation, self-efficacy, test anxiety). Educational Psychology, 9(27), 50-64.
Nitko, A.J. (2001). Educational assessment of students (3rd ed.). New Jersey: Merrill, Prentice- Hall.
Rittle-Johnson, B., Loehr, A.M. & Durkin, K. (2017). Promoting self-explanation to improve mathematics learning: A meta-analysis and instructional design principles.
ZDM Mathematics Education, 49(4),
599–611.
https://doi.org/10.1007/s11858-017-0834-Tabatabaee, M., Ejei, J., Hasanabadi, H. R., & Abdous, F. (2013). Explanation in incomplete worked examples: is increasing germane cognitive load and decreasing intrinsic cognitive load simultaneously possible?.
Journal of Psychology,
17(3), 260- 274.Tempelaar, D. T., Rienties, B., & Nguyen, Q. (2020). Individual differences in the preference for worked examples: Lessons from an application of dispositional learning analytics.
Applied Cognitive Psychology,
34(4), 890-905. https://doi.org/10.1002/acp.3652
Velaayatee, E., Kan'aanee, M., & Ramezaanee, S., (2013). The effect of cognitive load control on memorization and retention of English Grammar. The Journal of New Thoughts on Education, 9(1), 105-132. doi: 10.22051/jontoe.2013.336
Wilson, J. A., & Soblo, H. (2020). Transfer and transformation in multilingual student writing. Journal of English for Academic Purposes, 44(3), 100812-100823. https://doi.org/10.1016/j.jeap.2019.100812Wynder, M. (2017). Visualising accounting concepts: Insights from cognitive load theory for English as a second language students. Accounting Education, 27(6), 590-612. https://doi.org/10.1080/09639284.2017.1361847