This paper reviews the paradigm shift in engineering and computing education toward practical experiences and experiential learning using Virtual Reality (VR) and Augmented Reality (AR). The driving force for this paper emanates from the combination of AR and VR technologies that has become a viable approach to teaching and learning but has found pedagogical integration barriers. The study utilized the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach to conduct the research. A total of 512 papers were retrieved from Scopus, Web of Science, and IEEE databases for analysis. The papers were screened, and eligible papers were finally included for review and analysis. Findings from the paper provide significant insights into the potential solutions and best practices for the integration of AR and VR in computing and engineering education. It was noted that AR and VR have proven to have the ability to offer engaging and dynamic learning environments for students studying engineering and computing. Thus, through simulations, virtual laboratories, and realistic settings, students can interact with difficult subjects and improve their comprehension and practical abilities. Also, the paper postulates insights that inform policymakers, educators, and researchers toward a revolutionary agenda for teaching and learning.