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 cognitive load to optimize learning. According to Sweller's cognitive load theory, learning is hindered when the intrinsic load (complexity of the material) and extraneous load (how the material is presented) exceed the learner's capacity. However, germane load, which involves the construction of schemas, is considered beneficial. Recent studies suggest that reducing extraneous load, such as by eliminating redundant information, can free up mental resources for deeper processing. Yet, some researchers argue that a certain level of desirable difficulty, which increases cognitive load, can enhance long-term retention. Thus, the relationship between cognitive load and learning outcomes is not linear but context-dependent.