The recent rise in the adoption of sensing technologies, such as laser scanners and drones for improving efficiency, safety, and productivity, has driven the need for a technically skilled workforce prepared to implement these technologies. Academia is also inclined to meet this need but is often impaired by the high cost of sensing technologies and the need for hands-on experiences. Mixed reality (MR) has been explored as an alternative learning environment to equip construction students with these needed technical skills due to their potential to provide experiential learning. However, to advance the adoption of MR as an alternative learning environment, concerns persist regarding the safety risks and potential distractions posed by reduced situational Awareness (SA) during interactions with MR learning environments. While studies have explored SA in various domains, its assessment within MR environments for construction education remains unexplored. This study aims to address these concerns by evaluating users’ real-world awareness during interactions with sensing technologies in an MR learning environment. Nineteen undergraduate students were recruited to interact with sensing technologies within an MR learning environment. Using the Situational Awareness Rating Technique (SART) questionnaire and the NASA TLX cognitive assessment questionnaires, participants’ SA and cognitive load were assessed. The study further explored the effects of SA on cognitive load through correlative analysis of ratings from SART and the NASA TLX questionnaires. This study contributes to the development of virtual learning environments tailored to enhancing users’ SA and learning effectiveness.