The document summarizes several annotated research articles that discuss cognitive load theory and how to design instruction to avoid cognitive overload. Some key findings include: 1) Using visuals and narration, breaking information into chunks, and relating new concepts to prior knowledge can reduce cognitive load. 2) When evaluating educational technology, it is important to consider how accessible and usable the interface is for all learners. 3) Visualized-based scaffolding within online learning helps increase student learning compared to no scaffolding.