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 strive 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 (manner of presentation) exceed the learner's available working memory capacity. However, recent studies suggest that a certain level of germane load, which involves the construction and automation of schemas, is beneficial for deep understanding. Therefore, effective teaching materials should minimize extraneous load while encouraging germane load, rather than simply reducing overall difficulty.