Purpose: This study aims to examine the effectiveness of Web-based interactive (WBI) presentations in reducing students' cognitive load and increasing their situational interest in learning. Traditionally, many learning practices fail to optimize students' cognitive resources by presenting irrelevant content and activities. However, practical learning approaches should minimize extraneous cognitive load and maximize germane load. Interactive Web presentations have the potential to do so by actively engaging students. Design/methodology/approach: In total, 100 bachelor's-level students enrolled in a graphic design course participated in this experimental study. In either individual or classroom settings, students were exposed to educational materials delivered via Web-based interactive presentations and traditional methods, using a 2 × 2 factorial design. Questionnaires that had been validated were used to assess cognitive load and situational interest. Findings: The findings indicated that online interactive presentations, including slides with videos, simulations and quizzes, successfully decreased unnecessary mental effort while enhancing relevant mental effort and situational engagement compared to conventional approaches. Practical implications: Using Web-based interactive educational presentations can optimize students' cognitive resources, enhancing the learning process. Educators are encouraged to use their interactive capabilities when producing captivating online materials, as this can effectively decrease unnecessary cognitive load and heighten situational interest. Originality/value: This research presents empirical evidence supporting the advantages of interactive Web presentations in enhancing learning outcomes. These presentations effectively guide students' cognitive resources toward processing pertinent information and stimulating their interest in learning. Teachers are advised to use the interactive features of Web presentations to generate captivating and efficient lessons. Nevertheless, additional research is required to bolster the findings.