We discuss Cognitive Load Theory (CLT), a learning theory focusing on the limitations of working memory. Sweller's work establishes CLT's foundation, explaining its principles based on evolutionary psychology and cognitive architecture. Sithole applies CLT to accounting education, offering practical guidelines for instruction design. Sawicka proposes a model-based approach to studying CLT's complex dynamics through mathematical simulation. Finally, Ayres and van Gog review current CLT research, highlighting advancements and future directions, particularly concerning germane load and the measurement of cognitive processes.

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