The recent decrease in cost of Virtual Reality (VR) hardware is characteristic of disruptive technologies and is not an isolated case. While the inclusion of these technologies into engineering education is imminent, it should also be approached with caution, since the next disruptor is on the horizon. Instead, a more holistic view of student’s experience is required that evaluates the effects of incorporating technology and knowledge over time. This study presents a framework for incorporating VR into engineering education. The framework consists of a survey reporting students’ emotional response. This survey is then used for a dynamic response evaluation model, finally an organizational distinction between the development team and lecturing staff enables scaling. In a pilot study, a third year and fourth year class conduct a voluntary virtual facility layout activity. The respondent’s emotional response was recorded. As expected, the 4th year emotional response scored higher than the third year, indicating more comfort with the technology. Additionally, the emotional response survey reported that the activity increased both groups’ interest in technological topics like Industry 4.0. With the accelerated rate in change of technology and the unforeseen long-term effect of its incorporation into engineering education, continuous improvement techniques like the one proposed here will become increasingly important. They quantify the long-term effect of curriculum changes and technology employment.