The Effects of Interactive Instruction in Medical Education on Learners' Motivation, Technology Acceptance, and Learning Satisfaction

Authors

• Bo-Yuan Lin, Department of Chest Medicine, Taipei Veterans General Hospital, Taiwan and Graduate Institute of Digital Learning and Education, National Taiwan University of Science and TechnologyFollow

Abstract

Purpose: Medical education is characterized by complex content and high cognitive demands, which often challenge learners. motivation and engagement. With advances in educational technology, interactive teaching approaches have gained increasing attention for their potential to enhance learning experiences. This study aimed to investigate the effects of integrating an Interactive Response System (IRS) into a medical education course on learners. learning motivation, technology acceptance, and learning satisfaction.

Methods: A single-group posttest design was employed. Participants were 23 healthcare professionals specializing in respiratory therapy who attended a professional training course on the clinical application of high-frequency ventilators. During the 50-minute instructional session, IRS-supported interactive teaching was implemented to facilitate real-time interaction and feedback. Data were collected using validated questionnaires measuring learning motivation, perceived usefulness (technology acceptance), and learning satisfaction. Descriptive statistics and Wilcoxon signed-rank tests were conducted to examine post-intervention outcomes, while Mann.Whitney U tests were used to explore differences across gender and work experience.

Results: The results indicated that participants. post-intervention scores for learning motivation, perceived usefulness, and learning satisfaction were all significantly higher than the corresponding scale midpoints (p < 0.01). No significant differences were found across gender or work experience for any of the measured variables.

Conclusion: These findings suggest that IRS-supported interactive teaching can influence learning motivation, technology acceptance, and learning satisfaction in medical education. Although this study design cannot draw causal conclusions, it underscores the educational value and inclusivity of IRS-based teaching methods and supports their adoption as a pedagogical strategy for professional medical training. Keywords: interactive response system; medical education; learning motivation; technology acceptance; learning satisfaction

First Page

16

Last Page

25

Recommended Citation

Lin, Bo-Yuan (2026) "The Effects of Interactive Instruction in Medical Education on Learners' Motivation, Technology Acceptance, and Learning Satisfaction," Journal of Medical Education: Vol. 30: Iss. 1, Article 3.
DOI: https://doi.org/10.67010/1028-2424.2045
Available at: https://jme.researchcommons.org/journal/vol30/iss1/3