Effects of Presence and Learning Flow on Learning Outcomes in University Distance Education Using the Gathertown platform

Objectives The purpose of the study is to analyze the impact of presence and learning flow on learning outcomes in university distance education using metabus and to examine its educational effects. Methods The subjects of this study are 124 students who answered all of the remote-centered and blended learning students established at J University. An analysis was conducted using SPSS 28.0 and simple regression analysis and multiple regression analysis were conducted to verify the research hypothesis. And to verify the mediating effect, it was analyzed according to the three-step procedure of Baron & Kenny. Results The results of the survey are First, cognitive, social presence and learning flow had a significant impact on learning outcomes. Second, the teaching presence did not have a significant impact on learning flow and learning outcomes. Third, learning flow has been shown to have a significant impact on learning outcomes. Fourth, it has been verified that immersion in learning has a complete mediating effect in relation to cognitive, social presense, and learning outcomes, and that the teaching presence has no mediating effect. Conclusions Through this study, confirmed evidence that in university distance education using the Gathertown platform can improve students learning outcomes. In addition, raised the need to find ways to improve the teaching presence in the Gathertown environment, and discussed ways to activate distance education using the Gedatown platform.