<![CDATA[The integration of immersive technologies such as Virtual Reality (VR), (AR), and wearable devices has transformed the landscape of engineering education, offering new possibilities for interactive and outcome driven learning. This study aims to evaluate the impact of these technologies on students’ learn- ing performance, engagement, and skill acquisition within engineering learn- ing environments. Employing a quantitative research design, data were col- lected from 180 engineering students across three universities through structured pre and post tests, supported by validated engagement and usability question- naires. Statistical analyses, including paired tests and regression models, were conducted to measure the effectiveness of technology assisted learning inter- ventions compared to traditional instructional methods. The results reveal a significant improvement in students’ cognitive performance, practical task effi- ciency, and overall motivation when VR, AR, and wearable technologies were integrated into the curriculum. Moreover, students reported enhanced spatial understanding and problem solving capabilities, indicating that immersive tools foster deeper experiential learning and higher knowledge retention. The find- ings suggest that the systematic implementation of immersive technologies can significantly enhance learning outcomes, bridging the gap between theoretical knowledge and hands on engineering practice. This research highlights the criti- cal role of technology driven innovation in promoting outcome based education, providing valuable insights for educators and policymakers aiming to optimize the use of emerging technologies in engineering education.]]>
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