One of the primary considerations when constructing educational materials, including video, is cognitive load. Cognitive load theory, suggests that memory has several components. Sensory memory is tran-sient, collecting information from the environment. Information from sensory memory may be selected for temporary storage and processing in working memory, which has very limited capacity. Based on this model of memory, cognitive load theory sug-gests that any learning experience has three components. The first of these is intrinsic load, which is inherent to the subject under study and is determined in part by the degrees of connec-tivity within the subject. The second component of any learning experience is germane load, which is the level of cognitive activity necessary to reach the desired learning outcome. he third component of a learning experience is extraneous load, which is cognitive effort that does not help the learner toward the desired learning outcome. The cognitive theory of multimedia learning builds on the cognitive load theory, noting that working memory has two channels for information acquisition and processing: a visual/pictorial channel and an auditory/verbal-processing channel . Using both channels maximizes working memory’s capacity.