Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering

• Self-efficacy and trait anxiety had significant direct effects on students' mind-wandering • Self-efficacy, trait anxiety, task-value beliefs, and mind-wandering had significant direct effects on students' online engagement • The frequency of students' mind-wandering partially mediates the relationship between self-efficacy and engagement and between trait anxiety and engagement • Learning with Zoom is fundamentally different from online course grounded in pedagogical learning design principles • Adopting pedagogical design principles that target students' social cognitive, and behavioral factors broadly may reduce students' frequency to mind-wander while learning remotely through Zoom