With the rapid adoption of online education platforms for home-based learning, working mothers frequently encounter interactive challenges, such as delayed feedback and misaligned task pacing, due to the dual demands of childcare and employment. This study investigates Chinese working mothers and, drawing on the stimulus–organism–response (SOR) framework and the value-based adoption model (VAM), develops and validates a mediated path model: responsiveness → perceived value (empathy, work-life balance) → satisfaction. The research team collected data via a structured questionnaire and analyzed them using structural equation modeling. Findings indicate that responsiveness has a positive influence on empathy, work-life balance, and satisfaction, and that the two perceived value dimensions jointly mediate (including complementary mediation) the responsiveness–satisfaction relationship. The results emphasize the importance of interaction design elements-such as feedback agility, system flexibility, and task rhythm alignment-in shaping psychological experiences and satisfaction. This research extends the application of the SOR–VAM framework to multi-role user contexts, offering actionable insights for optimizing interaction design and policy support in online education platforms.