The concept of 'cognitive load' refers to the total amount of mental effort being used in the working memory. In educational psychology, cognitive load theory (CLT) suggests that learning is most effective when instructional materials are designed to minimize extraneous cognitive load, thereby freeing resources for the intrinsic load necessary to understand complex material. However, recent research challenges the universality of CLT, proposing that the optimal level of cognitive load may vary depending on the learner's prior knowledge and the nature of the task. For instance, high prior-knowledge learners might benefit from more complex tasks that increase germane load, while novices require simplified formats to avoid overload. This nuanced view underscores the importance of adaptive instructional design.