en <span style=font-size:11pt><span style=line-height:normal><span style=font-family:Calibri,sans-serif><b><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:#4f81bd><span style=letter-spacing:-.2pt>Aims:</span></span></span></span></b><span style=font-size:10.0pt><span style=font-family:Cambria,serif> This study compared two innovative teaching methods, including interactive online lecture-based versus online jigsaw puzzle-based instruction for surgical technology education in a virtual environment.</span></span></span></span></span><br> <span style=font-size:11pt><span style=line-height:normal><span style=font-family:Calibri,sans-serif><b><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:#4f81bd>Materials & Methods:</span></span></span></b> <span style=font-size:10.0pt><span style=font-family:Cambria,serif>This quasi-experimental pre-post single-group design was conducted on 42 undergraduate surgical technology students at Alborz University of Medical Sciences. Topics in a general surgical technology module were divided into two sections and taught using these methods. Learning and retention were assessed using 40-item multiple-choice questions in the pre- and post-test stages. Academic enthusiasm was evaluated using a standard 15-item questionnaire.</span></span></span></span></span><br> <span style=font-size:11pt><span style=line-height:normal><span style=font-family:Calibri,sans-serif><b><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:#4f81bd>Findings:</span></span></span></b><span style=font-size:10.0pt><span style=font-family:Cambria,serif> Participants’ mean age was 20.26±0.63 years, with a GPA of 16.43±0.94. The interactive online lecture-based group demonstrated significantly higher learning gains than the online jigsaw puzzle-based group (p=0.02, z=-2.20, d=3.41). No significant between-group differences emerged in retention (p=0.95, t=0.05, d=0.013). For academic enthusiasm, the interactive online lecture-based group showed higher behavioral engagement compared to the online jigsaw puzzle-based group (p=0.005, t=2.87), but no other differences were noted.</span></span></span></span></span><br> <span style=font-size:11pt><span style=line-height:normal><span style=font-family:Calibri,sans-serif><b><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:#4f81bd>Conclusion:</span></span></span></b><span style=font-size:10.0pt><span style=font-family:Cambria,serif> Interactive online lectures lead to superior learning outcomes, supporting the transition of traditional techniques online with interactivity. However, virtual jigsaw puzzles exhibit weaker educational effects, potentially due to coordination challenges. </span></span></span></span></span><br> Lecture,Education,Students,COVID-19,Motivation, 383 388 http://hehp.modares.ac.ir/browse.php?a_code=A-10-82392-1&slc_lang=en&sid=4