The purpose of this study is to identify the structural relationships among online class related factors, zoom fatigue, learning engagement, perceived achievement, and class satisfaction in a university distance learning context. The study analyzed 265 responses from K University in Korea. The key findings of the study are first, situational factors of online class usage, personal factors of online class attitudes, agreeableness and conscientiousness, technical issue of environmental factors, and non-verbal overload (cognitive) factors of interaction factors had significant effects on zoom fatigue. Second, personal characteristics directly affect the study's outcome variables, perceived achievement and class satisfaction in online classes. Third, online class attitude, agreeableness, conscientiousness, technical issue, and non-verbal overload (cognitive) had significant indirect effects on perceived achievement and class satisfaction through the dual mediation of zoom fatigue and learning engagement. Fourth, zoom fatigue did not have a direct effect on perceived achievement and class satisfaction, but had a negative and significant effect on learning engagement, and learning engagement had a positive and significant direct effect on perceived achievement and class satisfaction. Fifth, learning engagement fully mediated the relationship between zoom fatigue, perceived achievement, and class satisfaction. Zoom fatigue has a negative and significant effect on learning engagement, and learning engagement has a positive and significant effect on perceived achievement and class satisfaction. Based on these findings, the study discusses implications for university instructors on effective design and implementation of real-time video lectures and proposes avenues for future research, considering the study's significance and limitations.