Can too much information on screen overwhelm your brain?

Cognitive Load Theory proposes that working memory has limited capacity, and instructional design should manage this load. Presenting too much information at once (high cognitive load) exceeds capacity, producing learning failure and frustration. Well-designed instruction reduces extraneous load (unnecessary information), manages germane load (essential learning), and maintains overall load within working memory limits. John Sweller developed this theory in 1988. Understanding cognitive load improves teaching, user interface design, and communication.