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 suggests that learning is most effective when instructional materials are designed to reduce extraneous cognitive load, allowing learners to focus on essential information. Recent studies have shown that multimedia presentations, which combine visual and auditory information, can either enhance or hinder learning depending on how the information is structured. For instance, when diagrams are accompanied by redundant on-screen text, learners may experience split-attention, leading to increased cognitive load and reduced comprehension. Conversely, integrating spoken narration with diagrams can facilitate learning by engaging dual channels of information processing, as proposed by Mayer's multimedia learning principles. Thus, the design of instructional content plays a critical role in managing cognitive load and optimizing educational outcomes.