<p>The integration of Virtual Reality (VR) in education has been gaining traction, yet questions remain about its necessity given the effectiveness of traditional computer simulations. While existing research explores VR’s educational impact, gaps persist: limited direct comparisons with computer simulations, over-reliance on low-end VR systems, and insufficient examination of their relative effectiveness in STEM learning. This study addresses these gaps by comparing fully immersive 6 DoF VR simulations with non-immersive computer simulations in teaching the STEM concept of electromagnetic induction (EMI). Sixty undergraduate computer science students participated, equally divided between the two conditions. Results revealed comparable learning gains across platforms, though the VR group showed significant within-group improvement from pre- to post-test. Moreover, the VR group reported significantly higher engagement, interest, and motivation, as well as more positive affective states, without increased cognitive load. Theoretically, this study contributes to the discourse on media affordances by illustrating how immersive features in VR enhance affective and motivational dimensions of learning, even when cognitive outcomes remain comparable. Practically, these findings suggest that while VR may not always outperform in terms of knowledge gains, its potential to enhance learner engagement and emotional experience makes it a valuable tool for teaching abstract STEM concepts. This evidence supports the thoughtful integration of immersive technologies into instructional design and offers actionable insights for educators and developers seeking to enrich curricula and learning experiences with VR.</p>