SUMMARY
Literature data that describe some possibilities for prevention of students’ cognitive overload during learning with the use of electronic resources have been generalized in the paper. On this basis, general principles to be used for the design and further utilization of dynamic visualization have been formulated. Some techniques allowing the adjustment of students’ cognitive load have been described. The described principles can be used as a guiding line for the development and efficiency control of teaching techniques. If teachers obey the above principles then they will be able to use opportunities of information technologies knowingly and effectively and to adapt electronic resources for various student groups taking into account pedagogical, physiological and psychological factors.