This paper presents a work-in-progress exploring how learners can manage their own cognitive load through the use of computer-based tools. Cognitive load refers to the amount of mental processing undertaken in working memory by a learner. Cognitive Load Theory (CLT) has identified evidence-based design principles that inform the development of instructional materials to support the efficient use of working memory. Much of the CLT research has focused on how to present learners with optimally designed learning materials. There has been little research that has examined how learners can implement CLT design principles to manage their own cognitive load when exposed to non-compliant CLT instructional materials. This work builds on a current PhD study that investigated how university students can self-manage their cognitive load when exposed to print-based non-compliant CLT instructional materials. This study investigates how students can use computer-based tools to manipulate instructional materials and reduce cognitive load.