The study explores how integrating virtual simulations (VS) into STEAM learning environments affects student engagement, using the 4-construct (emotional, behavioral, cognitive, and agentic) engagement scale (EBCA scale). The research involved 84 primary school students (9–10 years old) and used a cross-over design to examine the impact of VS integration order on engagement. The results showed that the EBCA scale fits well with the sample, and that longer involvement in STEAM activities and more VS use enhance perceived engagement. Students who experienced VS first showed better engagement. The integration order of VS significantly affected engagement, with early integration leading to better outcomes. The study also found that VS integration in STEAM activities improved student engagement compared to non-technology-based activities. The results suggest that VS can enhance engagement by fostering active participation, curiosity, and a sense of ownership in learning. The study highlights the importance of considering the order of VS integration and the need for further research on the EBCA scale's validity across different samples. Overall, the study supports the use of emerging technologies in STEAM education to enhance student engagement and learning outcomes.The study explores how integrating virtual simulations (VS) into STEAM learning environments affects student engagement, using the 4-construct (emotional, behavioral, cognitive, and agentic) engagement scale (EBCA scale). The research involved 84 primary school students (9–10 years old) and used a cross-over design to examine the impact of VS integration order on engagement. The results showed that the EBCA scale fits well with the sample, and that longer involvement in STEAM activities and more VS use enhance perceived engagement. Students who experienced VS first showed better engagement. The integration order of VS significantly affected engagement, with early integration leading to better outcomes. The study also found that VS integration in STEAM activities improved student engagement compared to non-technology-based activities. The results suggest that VS can enhance engagement by fostering active participation, curiosity, and a sense of ownership in learning. The study highlights the importance of considering the order of VS integration and the need for further research on the EBCA scale's validity across different samples. Overall, the study supports the use of emerging technologies in STEAM education to enhance student engagement and learning outcomes.