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The concept of 'cognitive load' refers to the amount of mental effort being used in the working memory. In educational psychology, cognitive load theory suggests that instructional design should minimize extraneous cognitive load to facilitate learning. Extraneous load is generated by the way information is presented, such as unnecessary diagrams or redundant text, which does not directly contribute to schema construction. In contrast, intrinsic load is inherent to the complexity of the material itself, while germane load is devoted to processing and understanding the underlying structure. Effective teaching materials aim to optimize total cognitive load by reducing extraneous elements, allowing learners to allocate more resources to germane processes. Research indicates that when extraneous load is high, learners' performance on transfer tasks declines, even if the content is logically organized. Therefore, designers must carefully consider the interplay between content complexity and presentation format.