This article discusses nine methods to reduce cognitive load in multimedia learning, based on cognitive theory of multimedia learning. The theory proposes that humans have separate systems for processing verbal and visual information, each with limited capacity, and meaningful learning requires active processing of information. Cognitive overload occurs when the learner's cognitive processing exceeds their available capacity. The article outlines five overload scenarios and provides theory-based suggestions for reducing cognitive load in each scenario. The first scenario involves split-attention effect, where words and pictures are presented separately, leading to cognitive overload. The solution is to present words as narration, allowing processing in the verbal channel. The second scenario involves both channels being overloaded with essential processing demands. The solution is to segment the presentation into bite-sized segments, allowing time for processing. The third scenario involves incidental processing due to extraneous material. The solution is to weed out extraneous material, reducing cognitive load. The fourth scenario involves incidental processing due to confusing presentation of essential material. The solution is to align words and pictures and eliminate redundancy. The fifth scenario involves holding information in working memory. The solution is to synchronize the presentation of visual and auditory material or individualize instruction based on learners' spatial abilities. The article emphasizes the importance of minimizing unnecessary cognitive load in multimedia instruction, as meaningful learning requires substantial cognitive processing. The research highlights the effectiveness of methods such as narration, segmentation, weeding, alignment, and synchronization in reducing cognitive load. The study also discusses the role of individual differences in learning and the need for further research on cognitive load measurement and the application of multimedia learning principles to various instructional contexts.This article discusses nine methods to reduce cognitive load in multimedia learning, based on cognitive theory of multimedia learning. The theory proposes that humans have separate systems for processing verbal and visual information, each with limited capacity, and meaningful learning requires active processing of information. Cognitive overload occurs when the learner's cognitive processing exceeds their available capacity. The article outlines five overload scenarios and provides theory-based suggestions for reducing cognitive load in each scenario. The first scenario involves split-attention effect, where words and pictures are presented separately, leading to cognitive overload. The solution is to present words as narration, allowing processing in the verbal channel. The second scenario involves both channels being overloaded with essential processing demands. The solution is to segment the presentation into bite-sized segments, allowing time for processing. The third scenario involves incidental processing due to extraneous material. The solution is to weed out extraneous material, reducing cognitive load. The fourth scenario involves incidental processing due to confusing presentation of essential material. The solution is to align words and pictures and eliminate redundancy. The fifth scenario involves holding information in working memory. The solution is to synchronize the presentation of visual and auditory material or individualize instruction based on learners' spatial abilities. The article emphasizes the importance of minimizing unnecessary cognitive load in multimedia instruction, as meaningful learning requires substantial cognitive processing. The research highlights the effectiveness of methods such as narration, segmentation, weeding, alignment, and synchronization in reducing cognitive load. The study also discusses the role of individual differences in learning and the need for further research on cognitive load measurement and the application of multimedia learning principles to various instructional contexts.