This study aimed to examine how student s academic engagement affects involvement and satisfaction in distance learning. In addition, the 3-way interaction of academic engagement, digital devices and teacher feedback was explored. The results are as follows: First, the correlation between academic engagement and smartphones is consistently negative for elementary, middle and high schools. Second, in the case of elementary schools, the difference in the use effect of each device was not noticeable, but in middle and high schools, the difference in the effect of each device appeared. Third, it was important for elementary schools to provide education on device utilization, for middle schools to diversify the learning contents by device, and for high schools to give feedback to students. In elementary schools, the priority was to develop the ability to access and utilize various devices. This is because there is not much difference in effect of each device, and if there is teacher feedback when using PC, it has a positive effect. When middle school students with high academic engagement took distance learning using TPC and PC, their involvement and satisfaction in learning decreased. High school had the greatest effect of teacher feedback. Teacher feedback was very important for high school students engagement to lead to distance learning effects. In particular, the provision of teacher feedback when using TPC greatly increases the effectiveness of distance learning. In summary, providing feedback from teachers in distance learning was a very important factor. The teacher s feedback is likely to eliminate learning differences depending on the device used and increase the learning effect. This study examined the interaction between digital devices and teacher feedback on the influence of students academic engagement on distance learning and provided basic data for efficient distance learning operation in the future.