The study explores the impact of integrating emerging technologies, particularly virtual simulations (VS), into STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning environments on student engagement. The primary objectives were to validate the Reeve and Tseng’s 4-construct engagement scale (EBCA scale), examine the effect of VS integration on perceived engagement, and investigate the order of VS integration's impact on engagement. A cross-over research design was used with 84 primary school students (9-10 years old) divided into four groups: STA (science + technology + art), SA (science + art), STA+SA, and SA+STA. The results confirmed the validity and reliability of the EBCA scale. Students showed better perceived engagement over time, with greater engagement in agentic, emotional, behavioral, and cognitive domains. The integration of VS significantly enhanced perceived engagement, particularly in agentic and behavioral domains. The order of VS integration also affected engagement, with initial integration leading to better perceived engagement. The study suggests that integrating VS in STEAM activities can effectively enhance student engagement and recommends further research to explore these findings in diverse samples and contexts.The study explores the impact of integrating emerging technologies, particularly virtual simulations (VS), into STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning environments on student engagement. The primary objectives were to validate the Reeve and Tseng’s 4-construct engagement scale (EBCA scale), examine the effect of VS integration on perceived engagement, and investigate the order of VS integration's impact on engagement. A cross-over research design was used with 84 primary school students (9-10 years old) divided into four groups: STA (science + technology + art), SA (science + art), STA+SA, and SA+STA. The results confirmed the validity and reliability of the EBCA scale. Students showed better perceived engagement over time, with greater engagement in agentic, emotional, behavioral, and cognitive domains. The integration of VS significantly enhanced perceived engagement, particularly in agentic and behavioral domains. The order of VS integration also affected engagement, with initial integration leading to better perceived engagement. The study suggests that integrating VS in STEAM activities can effectively enhance student engagement and recommends further research to explore these findings in diverse samples and contexts.