The amount of mental effort required by working memory to process, learn, or comprehend new information is known as cognitive load. It highlights the significance of information management to promote efficient learning and avoid overload by reflecting the brain's limited ability to process several factors at once. Sweller (1988) ^[8] introduced the Cognitive Load Theory (CLT), which gives a framework for comprehending the constraints of working memory in learning processes as well as methods for improving instructional design. In order to promote successful learning, CLT makes a distinction between intrinsic, extraneous, and relevant cognitive load, highlighting the necessity of striking a balance between them (Sweller, Ayres, & Kalyuga, 2011) ^{[3, 9]}. The notion has been used in educational settings to promote curriculum development, technology-enhanced learning environments, and instructional techniques.