With an emphasis on academic performance and engagement, this review attempts to evaluate the effect of implementing immersive technologies such as Augmented Reality (AR) and Virtual Reality (VR), on students in Science, Technology, Engineering, and Mathematics (STEM) education. Following the PRISMA guidelines, peer-reviewed studies published between 2002 and 2024 were thoroughly searched. The PICOS framework guided the selection of studies assessed for methodological quality. Descriptive analysis was used to determine the link between the type of technology and educational outcomes. Through the use of these technologies, learning experiences may be made more immersive and participatory, bridging the gap between theory and practice. Immersion technologies are full of promise, but their successful application will depend on addressing issues including initial costs, teacher preparation, and technical concerns. Future studies should concentrate on removing these obstacles and looking into creative approaches to include immersive technologies in STEM curricula. The review underscores the potential of immersive technology to revolutionize STEM education by offering stimulating and productive learning opportunities that enhance student performance.