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This study aims to identify and examine the phygital learning factors that influence student satisfaction and engagement. The survey was conducted among 336 Moroccan students, and the collected data were analyzed using structural equation modeling. Our results show that student satisfaction can be modeled by different learning factors, including perceived usefulness and students’ perceptions of phygital learning. Moreover, flexibility, interaction, and perceived usefulness are key factors that can improve student satisfaction by enhancing their engagement. Meanwhile, contrary to the findings of previous studies, personalization and perceived ease of use have no effect. The findings of this study will be considered useful for educators, practitioners, and higher education institutions, as they give rise to some important managerial and theoretical implications that can be used to implement the phygital learning approach in the educational system, by better understanding students’ engagement and satisfaction, and highlighting the key factors that ensure a successful phygital learning experience. This research is among the first to provide empirical evidence for the impact of the different phygital learning factors and students’ perceptions regarding this mode of learning on students’ engagement and satisfaction, especially in the Moroccan context.