The concept of 'cognitive load' refers to the total amount of mental effort being used in the working memory. In educational settings, instructional designers often aim 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) combined with extraneous load (how the material is presented) exceeds the learner's working memory capacity. However, by reducing extraneous load through clear structuring and avoiding redundant information, educators can free up cognitive resources for deeper processing. Recent studies suggest that incorporating interactive elements, such as problem-based learning, can increase germane load, which is the load devoted to schema construction and automation, thereby enhancing long-term retention. Nevertheless, overly complex tasks without adequate scaffolding may overwhelm learners, leading to a decline in performance. Therefore, balancing task difficulty with learner expertise is crucial for effective pedagogy.