Cognitive load may vary due to intrinsic, germane, or extraneous demands.

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Figure 1: By Chipperfield (2006)

Cipperfield (2006) states that for a given problem or task, ‘I’ cannot be changed. But ‘G’ and ‘E’ can vary and are inversely proportional to each other. Because according to Chipperfield (2006), the more extraneous load the less room for germane load. Thus, the duty of an instructional designer is to limit the amount of extraneous load and to build instructional presentations and activities that encourage germane load or schema formation to take place.