This article, authored by Richard E. Mayer and Roxana Moreno, explores the concept of cognitive load in multimedia learning and provides nine methods to reduce it. The authors propose a cognitive theory of multimedia learning based on three core assumptions: humans have separate systems for processing pictorial and verbal material (dual-channel assumption), each channel has limited capacity (limited-capacity assumption), and meaningful learning involves active cognitive processing (active-processing assumption). They examine five scenarios of cognitive overload and offer theory-based suggestions for reducing cognitive load in each scenario. These suggestions are supported by research findings from a 12-year program of research at the University of California, Santa Barbara. The methods include off-loading, segmenting, pretraining, weeding, signaling, aligning, eliminating redundancy, synchronizing, and individualizing. The article emphasizes the importance of instructional design that minimizes cognitive load to enhance learning effectiveness.This article, authored by Richard E. Mayer and Roxana Moreno, explores the concept of cognitive load in multimedia learning and provides nine methods to reduce it. The authors propose a cognitive theory of multimedia learning based on three core assumptions: humans have separate systems for processing pictorial and verbal material (dual-channel assumption), each channel has limited capacity (limited-capacity assumption), and meaningful learning involves active cognitive processing (active-processing assumption). They examine five scenarios of cognitive overload and offer theory-based suggestions for reducing cognitive load in each scenario. These suggestions are supported by research findings from a 12-year program of research at the University of California, Santa Barbara. The methods include off-loading, segmenting, pretraining, weeding, signaling, aligning, eliminating redundancy, synchronizing, and individualizing. The article emphasizes the importance of instructional design that minimizes cognitive load to enhance learning effectiveness.