This research used a comparative quasi-experimental design to investigate the impacts of an IRS in the ILE on students' academic performance, cognitive load, and satisfaction with the lesson. A total of 31 middle school students were divided into the experimental group and the control group. Mann-Whitney U tests yielded three major results. (1) Significant differences in academic performance were noted between the two groups. The knowledge test scores of comprehensive questions showed significant differences between the two groups but those of the strict memorization questions did not. Students in the experimental group had overall higher knowledge test scores than those in the control group. (2) Significant differences in cognitive load were observed between the two groups; specifically, students in the experimental group had lower total cognitive load than those in the control group. (3) Significant differences in satisfaction with the lesson were observed between the two groups; specifically, students who studied with the IRS were more satisfied with the lesson than those who studied without the IRS. These findings imply that the IRS is a useful tool that could promote active learning amongst students in ILEs and help to promote teaching and learning efficiency in ILEs.