Proceedings of the International scientific and practical conference ―Synergy of Modern Science and Education‖ (February 2-4, 2026) / Publisher website: www.naukainfo.com. – New York, USA, 2026. - 324 p.

74  Hide secondary panels/settings;  Keep 1 primary action (Next) plus 1 auxiliary action (Hint);  Simplify navigation (without a ―lesson tree‖ on a single screen);  Reduce information density;  Another level is instructional, where the following could be implemented;  Reduce the size of the ―portion‖ of material;  Add an example next to the task;  Turn a task into a subtask (scaffolding);  Change the pace: shorter block → quick check → next block. A practical example of adaptation: when overload is detected (Yellow/Red state), instead of the task ―Write a function to sort an array with an explanation of the algorithm and a complexity analysis,‖ the system can automatically switch to a simplified version: ―Complete the following sorting code (omissions are marked ___),‖ with a parallel example of how the function works on test data. This reduces extraneous load (fewer decisions about code structure, syntax), while preserving intrinsic load (understanding the sorting logic). This directly aligns with CLT: we do not ―make knowledge easier,‖ we remove unnecessary load generated by the form of presentation [15]. The cognitive theory of multimedia learning also emphasizes reducing extraneous processing through appropriate instructional design [16]. To make adaptation predictable and prevent it from turning into chaotic changes, it is advisable to formalize it as a mode-based design system (a set of tokens and rules). Each mode includes its own set of elements. 1. Focus mode (Red):  Minimal number of elements on the screen;  One focus step, clear instruction;  Hints/example–closer and more visible;  Fewer distracting transitions;  Shorter lesson or a ―soft stop‖ of the session with a suggested break.