Zoom become the most widely used application to assist people who work or study from home after the Covid 19 pandemic. Students today are referred to as the Zoom-generation because of their frequent use of Zoom meetings for education. In their view, the use of technology as a learning aid for home study helps them take charge of their own education. Because students learn at different rates and using different methods in a classroom setting, this sets off a chain reaction of different paced learning among them. Consequently, the goal of this result was to find out how students in a self-paced learning environment manage their learning to master mathematical content knowledge. This study approched by the quantitative research and the questionnaire applied to gain data. The reliability of the observed variables was analyzed by the Confirmatory Factor Analysis and the closeness of the relationship between variables was tested by the Structural Equation Model. In the investigation, it was found that students prefer to speed up their learning in order to gain a better understanding of mathematical content. Besides, the Zoom-generation self-guided advancing should be supported by an attention on responsbility for, the executives and observing of learning and expansion of learning. © 2023 Author(s).
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