We are using this theory for evaluating in the multimedia learning.  Here its.under the control of instructional designers or the concern teacher /staff. For example, in a classroom,  if we want to explain a shape of square or circle, an instructor could describe a square or circle in a verbally, but to show a diagram of a square or circle is much better because the learner does not have to deal with extraneous, unnecessary information.

Sir,

Your example is absolutely correct. If relevant information is presented in the task to user, Extraneous cognitive load will reduce. Further, Extraneous CL will be reduced if you use multi-modality channels for the same information(Mousavi, S. Y., Low, R., & Sweller,1995).

But still types of cognitive load due to task cannot be measured separately. There are always some amount of intrinsic , extraneous and germane CL will be present in the task. However, we may identify the maximum weight among the type of CL.

Before measuring any type of CL or total CL., one should always focus on "How to design stimuli and What task should given to the user". So that difference in CL in users due to task can be measured precisely and clearly.

For multimedia instructional design CLT is ideal. Go for it. All the best Dr Nachi Muthu for your experiments.

Thanks for sharing your thoughts.