Cognitive load Theory (CLT)
According to the CLT, working memory capacity is one of the most important indicators of effective learning outcomes in a classroom setting. Working memory has a limited capacity. Consequently, complex material, which consists of numerous interconnected elements of information, will be difficult to comprehend. The reason for this is that working memory is limited. Therefore, learners should maintain these elements in working memory and link them to understanding the material. As a result of this cognitive load, working memory capacity is frequently exceeded (i.e., it is overloaded). Thus, successful learning requires a working memory that can handle what is required. Hence, learning success depends on cognitive processes during learning, which put cognitive demands on working memory [Sweller [