Virtual and Augmented Reality Technology Enhanced Learning (VARTeL) classroom is an innovation from Nanyang Technological University, Singapore. VARTeL introduces a novel learning experience. This research is to examine the effectiveness of VARTeL from different aspects including situational interest, self-efficacy, affordances and continuous learning intention in Science, Technology, Engineering and Mathematics (STEM) education. Experiments are designed for a group of engineering students to see the benefits in their learning with VARTeL. Data collected are analyzed and interpreted to find out VARTeL’s impact on affordances, continuous learning intention and academic achievement for individual students. This research methodologies are classified into two: quantitative and qualitative. The quantitative approach is administrated by collecting questionnaire responses from students. The qualitative approach is based on in-class observation and post class focus-group interviews. By considering both quantitative and qualitative approaches, we conclude that VARTeL does trigger and maintain individuals’ situational interest, help to increase the self-efficacy, continuous learning intention and eventually the academic achievement for individual students. It is also founded that VARTeL has pedagogical affordances of immersive learning, collaborative learning, and interactive learning in educational aspects.