Students' learning performances are susceptible to their cognitive abilities, such as working memory capacity (WMC). WMC is very limited and can be easily overloaded in learning activities that require complex cognitive tasks. This study aims to provide teachers with meaningful recommendations for designing and improving learning contents and learning presentation based on students' WMC. Our previous research successfully detects students' WMC from their learning behaviours in learning systems. This paper proposes the next step of providing meaningful recommendations to the teachers based on different levels of students' WMC. The recommendations are based on the guidelines of cognitive load theory that are intended to assist in presentation of information in order to reduce working memory overload.