The purpose of this study is to analyse how flow experience and social interaction influence academic engagement, considering the mediating role of attitude toward virtual learning in a digital environment such as TikTok. A structural model is proposed in which these variables act as direct and indirect predictors of students’ academic engagement. The research is conducted using a quantitative approach, with a non-experimental, correlational, and cross-sectional design. Data are collected through a structured questionnaire administered to 330 university students and analysed using structural equations. The most relevant finding indicates that attitude toward virtual learning is the strongest predictor of academic engagement and significantly mediates the relationship between flow experience and such engagement. Although social interaction exhibits a positive direct effect, its influence through attitude remains unconfirmed. These results demonstrate that immersive and rewarding experiences on digital platforms have a significant impact on academic engagement. It is concluded that engagement in virtual contexts is the result of an interaction between digital experiences, attitudinal dispositions and the motivational processes of the student.