PurposeWith the advent of the COVID-19 and increased access to Internet technologies, students tend to use e-learning technologies for improved academic results, and since then, improving student engagement in a virtual space became a difficult task for educational institutions globally. The present study aims to examine the effect of key e-learning factors (i.e. perception, hedonic motivation (HM), usefulness, empowerment and attitude) on student engagement among open and distance learners (ODLs) of the central region of India.Design/methodology/approachSimple random sampling was applied to collect data from ODLs of Chhattisgarh. ODLs who are using e-learning platforms for at least one year were chosen to be the participant in the study. The authors collected 1,137 responses using both online and offline modes of collection.FindingsThe test results indicated that usefulness, HM and attitude factors were found to have a significant relationship with student engagement in e-learning, while perception and empowerment variables did not contribute to the engagement of students.Originality/valueThe present study is novel in its approach. It clarifies the key factors to student engagement which might increase the students' level of involvement in e-learning technologies, if these factors are addressed tactfully by the educational institutions or concerned administration.