Purpose@#This study aimed to identify the
mediating effect of
learning flow and the moderated
mediation effect of digital
literacy on the effect of the
learning presence of non-
face -to-
face class experience in
nursing students on
academic achievement . @*
Methods @#Participants were 272
nursing students from six
universities in two different cities. A self-report
questionnaire was used to
measure learning presence,
learning flow, digital
literacy , and
academic achievement .
Analysis was performed using SPSS 26.0 and SPSS PROCESS Macro (4.0). @*Results@#The
mediating effect of
learning flow on the effect of
learning presence on
academic achievement was 0.42, and the moderated
mediation index of digital
literacy was 0.17.
Learning flow showed a
mediating effect on the relationship between
learning presence and
academic achievement . Digital
literacy had a moderated
mediation effect on the relationship between
learning presence and
academic achievement that was mediated by
learning flow. @*Conclusion@#The intensity of the
mediating effect of
nursing students ’
learning presence on
academic achievement through
learning flow increases as the level of digital
literacy increases. These results suggest that educational programs considering the level of
learning presence,
learning flow, and digital
literacy are required to promote the
academic achievement of
nursing college
students .