Due to their popularity, dynamic visualisations (e.g. video, animation) seem attractive educational resources. However, in the design of any instructional material, not only must the appealing factor be acknowledged, but also the cognitive limitations. To consider the limitations of human cognitive architecture when designing instructional resources has been the leitmotif of cognitive load theory (CLT). CLT research has shown that the transitory nature of dynamic visualisations imposes such a high working memory load that, in many cases, these depictions are no more effective for learning than static visualisations. However, dynamic visualisations have been shown to be superior to static visualisations when the depiction involves human motor skills, a special case which might be explained by the mirror neuron system (MNS) aiding working memory to cope with transitory information.