In recent decades, technology has become a constant presence in the chemistry classroom with online homework extensively used in many programs. Although research has pointed to both increased course performance and better study habits in classes that utilize online homework, little work has explored the extraneous load that these platforms place on the learner's working memory. Cognitive load theory suggests that optimal learning occurs when sufficient capacity is available in working memory to process new information, and as such, it is important that extraneous load be minimized. This research study compared the extraneous load placed on working memory as students constructed Lewis structures under three conditions: using pen-and-paper, using "beSocratic," or using a traditional, button-driven online homework system. The results showed that the traditional online homework system induced a statistically significantly larger extraneous load than the other two drawing formats.