We examine students’ learning engagement and satisfaction in using technology by analyzing how learning engagement influences online satisfaction such as through communication and usability, the teaching process, and the instructional content. This research focuses on a mixture of SDT and TAM. We propose a structural model that explains students’ learning engagement and online satisfaction with specific dimensions. The empirical test was a model with quantitative data from 52 universities in Indonesia involving 1002 students using SMART PLS version 3. Our research found that learning engagement has a significant influence towards online satisfaction with a big determinant value. In particular, the digital learning engagement has three strong interlinked elements: behavioral, emotional, and cognitive engagement. Other variables are online satisfaction which is a strong element for the teaching process and instructional content but lower for communication and usability. These findings have several important implications for learning engagement research and practice.