<![CDATA[Movie-based media can provide authentic linguistic and cultural exposure in foreign-language learning; however, limited research has examined what drives university students’ intention to use such media for Japanese language learning, particularly in the Indonesian higher education context. Previous technology-acceptance studies have largely applied conventional UTAUT2 constructs, leaving the role of perceived learning value and satisfaction in movie-based language learning insufficiently explained. Addressing this gap, this study investigates the factors associated with behavioral intention to use movie-based Japanese learning media by extending the UTAUT2 framework with learning value and satisfaction. Data were collected through an online survey of 251 Indonesian university students recruited using convenience sampling. The proposed model examined facilitating conditions, habit, hedonic motivation, learning value, satisfaction, and behavioral intention to use. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 3. The results indicate that habit (? = 0.290, p < 0.001) and satisfaction (? = 0.485, p < 0.001) have positive and significant effects on behavioral intention to use movie-based Japanese learning media. In contrast, facilitating conditions (? = 0.124, p = 0.059), hedonic motivation (? = 0.002, p = 0.953), and learning value (? = 0.077, p = 0.225) do not significantly predict behavioral intention. Facilitating conditions (? = 0.584, p < 0.001) and hedonic motivation (? = 0.259, p < 0.001), however, significantly predict satisfaction. These findings suggest that students’ intention to use movie-based Japanese learning media is more closely associated with habitual engagement and satisfaction than with perceived learning value or supporting conditions alone. By incorporating learning value and satisfaction into UTAUT2, this study provides a more context-sensitive explanation of technology acceptance in movie-based language learning and offers implications for designing engaging Japanese language learning experiences within the specific higher education settings represented by the sample.]]>
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