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 designs align with human cognitive architecture. Extraneous cognitive load, which is generated by the way information is presented rather than by the inherent complexity of the material, can impede learning. For instance, a poorly designed diagram that requires unnecessary searching for labels adds extraneous load. In contrast, germane load is devoted to processing and constructing schemas, which are fundamental to learning. Therefore, reducing extraneous load while increasing germane load is a key goal for educators. Recent studies have shown that multimedia presentations that integrate visual and verbal information spatially and temporally can significantly reduce extraneous load, thereby enhancing knowledge retention.