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 cognitive load theory, learning is hindered when the intrinsic complexity of the material, combined with the way it is presented, exceeds the learner's working memory capacity. This can occur when extraneous information is included, or when the material is not well-structured. However, by reducing extraneous load and focusing on essential elements, educators can facilitate schema construction. Recent studies suggest that multimedia presentations, when carefully designed, can reduce cognitive load by integrating verbal and visual information, thereby enhancing comprehension. Nevertheless, the effectiveness of such designs depends on individual differences, such as prior knowledge and spatial ability, which can moderate the benefits of reduced load.