Abstract

Purpose: Urban regeneration has been supported by the Special Act on Revitalization and Support for Urban Regeneration, enacted in 2013, with projects implemented nationwide. However, education focused on simple understanding and business explanation has limited effectiveness in increasing satisfaction. As educational formats have dualized into online and offline before and after COVID-19, offline education has decreased while online education has increased, necessitating discussions on diverse educational methods. Research design, data and methodology : This study investigated the impact of intrinsic and extrinsic factors on learning satisfaction and performance among the digital native generation through descriptive statistics and correlation analysis. Pearson's correlation coefficient was used to analyze relationships between factors to determine how intrinsic and extrinsic factors influence learning satisfaction and performance. Result: This study Results showed strong positive correlations between self-efficacy and learning performance (r=0.71, p<0.01), while system quality significantly impacted satisfaction (r=0.68, p<0.01). The findings provide specific guidelines for designing effective online content-based courses that accommodate digital natives' learning preferences in community regeneration education. Conclusions: Based on these findings, the study draws implications for designing and operating online content-based convergence courses tailored to the characteristics of digital native generation learners.