In technology-based learning environments with educational content, an interaction will be established between learners and educational content and this interaction will lead to learning. The social nature of educational content provides the learner with the opportunity to explore some of the skills and real-world realities in collaboration and interaction with other language learners. In addition, the design of educational content requires incorporating a lot of knowledge and theories in the field of the psychology of learning, teaching, human communication and education, each of which is a broad category and complex. The aim of this study is to investigate the effect of content design by technology on the interactive learning of language learners (Case study: French learners in Iran). This research is part of the applied studies carried out on a quasi-experimental basis with a control group and an experimental group. The statistical population of the study is made up of French language learners in Tehran. Using a multistage cluster sampling method, a sample of 60 people was selected to participate in this study. These 60 people were divided into two groups of 30 people as a control group and an experimental group. In this research, data collection was carried out in two ways namely desk research (from library resources, required articles, books and also from the global information network) and empirical research (based on observation and experience: content designed based on technology and the standard interactive learning questionnaire). For the validity of the interactive learning questionnaire, the formal and content validity method was used by the professors of Tarbiat Modares University. As for the reliability of the questionnaire, Cronbach's alpha method was used using SPSS software. The results show that technology-based content has a positive and significant effect on the interactive learning of French language learners.