This systematic review synthesizes current knowledge on integrating immersive technologies, specifically Virtual Reality (VR) and Augmented Reality (AR), into Science, Technology, Engineering, and Mathematics (STEM) education, and examines their impact on student performance and engagement. Adhering to PRISMA guidelines, a detailed search strategy across Scopus and Web of Science databases identified 143 articles published from 2002 to 2023. Using the PICOS approach, 22 articles were selected for detailed analysis. Findings revealed that AR was the most studied technology, followed by VR. Most studies reported positive effects on student engagement and performance, with increased effectiveness being less frequently observed. A notable portion of the studies specifically investigated the combination of performance and engagement, highlighting the multifaceted benefits of immersive technologies in education. Immersion technologies are reshaping STEM education by enhancing engagement and performance. Integrating VR and AR offers promising educational benefits, including improved comprehension of complex concepts, increased student motivation, and enriched collaborative learning experiences. However, the field requires a globally inclusive and adaptable framework for rapid technological evolution and diverse educational contexts. Future research should broaden its scope to include multilingual literature and non-traditional academic channels, ensure ethical standards are upheld, and focus on personalization and adaptability to maximize the educational potential of these technologies. The review highlights the transformative potential of immersive technologies in STEM education, emphasizing their role in enhancing engagement, performance, and learning outcomes. The integration of AR and VR in educational settings has been shown to improve student motivation, foster creativity, and support personalized learning experiences. The review also underscores the importance of considering individual technological strengths when designing studies to investigate performance, engagement, or the combination of both in STEM education. The findings suggest that while AR is a popular choice for research focusing on engagement, the decision to use a particular IVT may depend on factors beyond the scope of this analysis, such as the specific needs of the study, the objectives of the research, or resource availability. The results also emphasize the importance of considering individual technological strengths when designing studies to investigate performance, engagement, or the combination of both in STEM education.This systematic review synthesizes current knowledge on integrating immersive technologies, specifically Virtual Reality (VR) and Augmented Reality (AR), into Science, Technology, Engineering, and Mathematics (STEM) education, and examines their impact on student performance and engagement. Adhering to PRISMA guidelines, a detailed search strategy across Scopus and Web of Science databases identified 143 articles published from 2002 to 2023. Using the PICOS approach, 22 articles were selected for detailed analysis. Findings revealed that AR was the most studied technology, followed by VR. Most studies reported positive effects on student engagement and performance, with increased effectiveness being less frequently observed. A notable portion of the studies specifically investigated the combination of performance and engagement, highlighting the multifaceted benefits of immersive technologies in education. Immersion technologies are reshaping STEM education by enhancing engagement and performance. Integrating VR and AR offers promising educational benefits, including improved comprehension of complex concepts, increased student motivation, and enriched collaborative learning experiences. However, the field requires a globally inclusive and adaptable framework for rapid technological evolution and diverse educational contexts. Future research should broaden its scope to include multilingual literature and non-traditional academic channels, ensure ethical standards are upheld, and focus on personalization and adaptability to maximize the educational potential of these technologies. The review highlights the transformative potential of immersive technologies in STEM education, emphasizing their role in enhancing engagement, performance, and learning outcomes. The integration of AR and VR in educational settings has been shown to improve student motivation, foster creativity, and support personalized learning experiences. The review also underscores the importance of considering individual technological strengths when designing studies to investigate performance, engagement, or the combination of both in STEM education. The findings suggest that while AR is a popular choice for research focusing on engagement, the decision to use a particular IVT may depend on factors beyond the scope of this analysis, such as the specific needs of the study, the objectives of the research, or resource availability. The results also emphasize the importance of considering individual technological strengths when designing studies to investigate performance, engagement, or the combination of both in STEM education.