The concept of 'cognitive load' refers to the total amount of mental effort being used in the working memory. In educational settings, instructional design aims to manage this load to optimize learning. According to cognitive load theory, learning is hampered when the load exceeds the learner's capacity, often due to poorly structured materials or extraneous information. Conversely, reducing unnecessary cognitive load can free up resources for schema acquisition and automation. Recent studies suggest that multimedia presentations, when designed with coherence and signaling principles, can significantly lower extraneous load, thereby enhancing comprehension and retention. However, researchers caution that individual differences, such as prior knowledge and spatial ability, moderate these effects, indicating that a one-size-fits-all approach to instructional design is ineffective.