## 6 Conclusions  
This study investigated the effectiveness of safety education conducted in during TBM in consideration of cognitive load, The results are as follows:  
First, when using educational items with high visual complexity (A-type) in TBM, the effectiveness of the training was found to decrease in terms of cognitive load. The recall count for the A-type items was 3.02; the recall rate was 23.2%. In contrast, the B-type educational items, which have low visual complexity, showed a recall count of 4.46 and a recall rate of 34.3%, which is an increase of about 1.5 times compared to A-type. Second, as a result of analyzing the cognitive load according to the number of TBM training items, there was no significant difference in the recall count between B-type items (4.46) and C-type items (4.15). However, in terms of the overall recall rate, C-type items had a significantly higher rate at 52%, compared to 34% for B-type items. This finding indicates that focusing training on 8 key items, which are considered most important for accident prevention out of the 13 items, can enhance the effectiveness of the training content for accident prevention. It also indicates that simply spreading a large number of training items does not necessarily result in better training outcomes. Third, the analysis of individual characteristics revealed no significant differences based on age, job position, or accident experience. However, when comparing new workers with less than one year of experience to other worker groups, it was found that reducing visual complexity and limiting the number of educational items allows for more effective delivery of training content to new workers. Additionally, when reducing visual complexity and providing the appropriate number of educational items, non-technical workers benefitted more from the training than technical workers. Fourth, the findings of this study align with the principles of cognitive load theory and multimedia learning. According to [PERSON]'s cognitive theory of multimedia learning [6], people learn better from words and pictures than from words alone, particularly when information is presented in a coherent, integrated format. This supports the study's finding that simplified visual materials aligned with verbal explanations led to better recall performance. Furthermore, previous studies have shown that reducing extraneous load and segmenting information in multimedia learning environments enhances working memory efficiency [7,8]. The current results, demonstrating the benefits of reducing visual complexity and limiting the number of educational items, are consistent with these multimedia learning principles and further validate their application in high-risk, time-limited training settings like TBM. Finally, this study has certain limitations that should be considered. While the demographic variables, such as age, work experience, and job type, were statistically analyzed, the study did not fully account for how differences in literacy levels, prior training exposure, or language comprehension may have affected participants' cognitive load or memory performance. Particularly in construction settings, workers may have diverse educational backgrounds, which could influence how they process visual or textual training materials. Future research should incorporate assessments of literacy and cognitive capacity to better tailor safety education to worker characteristics. These findings may also have broader applicability beyond construction settings. Industries, such as manufacturing, logistics, and healthcare, where workers often receive brief, routine safety training under time constraints, could benefit from the same principles. Simplifying training materials, reducing cognitive load, and aligning visuals with verbal instructions can improve training effectiveness in various high-risk or fast-paced work environments. Adapting the TBM framework using cognitive load principles may support better learning and retention across diverse sectors.