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, there are three types: intrinsic, extraneous, and germane. Intrinsic load is inherent to the complexity of the material, extraneous load is generated by the way information is presented, and germane load is devoted to processing and constructing schemas. Research suggests that reducing extraneous load, for instance by simplifying diagrams or eliminating redundant text, can free up mental resources for deeper learning. However, overly simplifying content may reduce germane load, hindering the development of robust mental models. Thus, effective instruction balances these loads, adapting to the learner's prior knowledge and task demands.