The concept of 'cognitive load' refers to the total amount of mental effort being used in the working memory. In educational settings, instructional design often aims to manage this load to optimize learning. According to cognitive load theory, learning is hampered when the working memory is overwhelmed by extraneous information that does not contribute to schema construction. Conversely, intrinsic load, which is inherent to the complexity of the material, must be carefully sequenced to avoid overload. Researchers have proposed various strategies, such as the use of worked examples and the elimination of redundant information, to reduce extraneous load. However, recent studies suggest that the effectiveness of these strategies may depend on the learner's prior knowledge, indicating a more nuanced interaction between instructional design and individual differences.