ABSTRACT
Along with the increasing maturity of mobile information technology, mobile-based online learning has become one of the main teaching methods that all kinds of schools should adapt themselves to during the COVID-19 pandemic. However, online education physically isolates teachers from their students, hence weakening their interactions. In the context of this spatial isolation, the frequency of interactive behaviors and quality of communication in online education should be strengthened to improve the sustained learning results of learners. After reviewing the previous literature, a questionnaire investigating the influence of online instructional interaction level on sustained learning results was designed. By considering self-efficacy as a mediating variable, the mediating effect of self-efficacy on sustained learning results at the interactive level of online teaching was analyzed and the difference in sustained learning results that can be attributed to years of familiarity with online learning was measured. Results show that teacher-student interaction has significant positive effects on sustained learning results, whereas student-student interaction has significant positive effects on sustained learning results. Self-efficacy completely mediates the role of teacher-student interaction and student-student interaction in effectively and significantly improving sustained learning results. The duration of online learning has a significant effect on sustained learning results. Conclusions provide an important reference for enriching the learning activity design principles of instructional interaction level.