The merger of learning platform technologies with education has metamorphosed the typical learning situation, and this can be vividly seen in the time of Covid-19 where digital platforms were more than just necessary. This paper explores the psychological dimensions through which technology affects student motivation and engagement, providing an in-depth analysis from the perspective of Self-determination Theory. The research is steered towards intrinsic motivation as a fundamental determinant for students' self-driven involvement and sustained interest in educational activities and how the trait is affected by using digital learning platforms. Taking a qualitative research approach, the current study undertakes a systematic literature review on how different components of Self-determination Theory—such as autonomy, competence, relatedness—affect or are related to student engagement within virtual learning environments. It reflects that digital platforms create a significant impact on students' perceptions regarding their experiences throughout the learning process in terms of its meaningfulness and manageability, discussion drawn from studies among Indonesian EFL learners. Moreover, the research identifies patterns and themes that only serve to underscore the entanglement between learning technologies and such psychological variables as motivation and engagement. The findings stress that a well-informed analysis of such interactions—more particularly in regard to diverse student demographics in terms of age and academic performance—is what is really needed. It recommended areas for further research, implying that ongoing exploration into the psychological impacts of educational platforms will be important for fine-tuning educational practices to improve student outcomes in a digital world.