The COVID-19 pandemic has spurred the integration of technology into education, leading to a surge in the adoption of online learning. To promote student success, it is essential to understand the factors that affect satisfaction and engagement with online platforms. This study examined the influence of student–teacher relationships (STR), student–student relationships (SSR), perceived ease of use (PEU), and perceived usefulness (PU) on student satisfaction and engagement in virtual learning environments. By incorporating STR and SSR into the Technology Acceptance Model (TAM), the research aimed to comprehensively understand how interpersonal and technological factors influence these outcomes. Using the Theory of Acceptance and Use of Technology (TAM), a questionnaire was designed to gather data from 238 Cambodians. The findings confirmed that STR and SSR positively influenced PEU and PU. They also emphasized the significance of these relationships in influencing satisfaction and engagement in online learning. This study offers valuable insights into factors that enhance student satisfaction and engagement with online platforms, informing the development of effective technology-based learning initiatives in higher education and ultimately contributing to student success in online learning environments. © The Author(s), under exclusive licence to Springer Nature Singapore Pte Ltd. 2025.
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