“…According to the survey, before the learning intervention, the number of submitted assignments was 275, but after the intervention, the number of submissions reached 352, and the same change was found in self-evaluation and others' evaluation, which changed from 172 to 300, and self-evaluation changed from 233 to 349. In terms of discussion and communication, it was 72 in the first four weeks, but after the intervention, it reached 300, and learning resources changed from 95 to 370, a very significant improvement, and after investigating online testing, it was found that the first four weeks were only 125, but the use of the online testing system reached 315 after the intervention, and through these data, it can be shown that although the period of investigation is different, it can be seen from the improvement of students' learning programs that the intervention guidance is very helpful in serving students and can help them to complete their learning tasks effectively [27]. According to the examination of factual knowledge in Figure 8, our investigation divided it into six modules: memory, comprehension, application, analysis, evaluation, and creation, and according to the data, it is clear that in memory, there is a relatively significant improvement from 10 to 15 after the learning intervention; in analysis and evaluation creation, there is an improvement, but it is not significant, and in comprehension and application, the learning intervention has almost no effect.…”