Immersive technologies have been deployed as viable tools for enhancing learning in complex work environments. However, questions surrounding the ability of Virtual Reality (VR) and Augmented Reality (AR) to promote experiential learning economically and effectively among construction students and workers persist. Researchers have recently argued that for VR/AR to be effective, it is critical to improve realism and embodied interactions using tangible objects close to their real-life representations. Therefore, this study aims to evaluate the role of immersive embodiment in facilitating embodied cognition in construction education and training. To achieve this goal, this study (1) reviews and synthesizes existing studies involving Immersive Embodied Interaction (IEI) in construction education and training and (2) develops a conceptual framework for enhancing the successful integration of IEI in construction education and training. Results from the study indicate that extant literature within this promising domain is limited, and additional research is needed to maximize the potential of IEI in construction workforce development. The proposed framework provides researchers with foundational insight that could guide future VR/AR research.