摘要
This study, grounded on the Web-based Adaptive Medical Learning (WAML) digital platform, investigates the effectiveness of implementing graduated prompts in the learning process of medical image interpretation among medical students. The research design integrates principles from dynamic assessment and multimedia learning theory, employing three graduated prompts to guide learners from initial observation to clinical integration. Experimental results demonstrate that learners' performance significantly improved through graduated prompts. Notably, learners with initially lower achievement levels, after receiving the complete sequence of prompts, exhibited final performance comparable to that of high-achieving peers. This finding reflects the compensation effect of the WAML system, effectively narrowing the performance gap. The results affirm that graduated prompting enhances learning outcomes and facilitates knowledge integration and clinical application skills. These findings offer valuable implications for the future development of adaptive and personalized digital instructional platforms in medical education. © 2025 IEEE.