This research study employed quantitative and qualitative designs to explore the impact of immersive technology on the Computational Thinking (CT) capabilities of students enrolled in an engineering program at a Historically Black College or University (HBCU). The quantitative study in this research employs a survey design approach to explore the relationship between underlying factors and observed variables within the CT scale survey administered to 301 engineering students. Concurrently, the qualitative aspect adopts a cohort observational study design to comprehensively understand the perceptions, attitudes, and behaviors of 44 engineering students regarding integrating immersive technology into their educational curriculum, particularly its role in developing CT skills. The quantitative findings indicate that the 29 observed variables to assess CT skills can be grouped into five underlying factors: Problem-Solving, Algorithmic Thinking, Creativity, Cooperativity, and Critical Thinking. The factor analysis results confirm the validity and reliability of the CT survey scale, endorsing its suitability for assessing CT skill levels among engineering students attending HBCUs. The qualitative research study findings underscore students' positive attitudes towards immersive technology, emphasizing its capacity to enrich their learning experiences and develop CT skills. Additionally, the qualitative findings highlight the significance of addressing health-related concerns and enhancing the precision of control interfaces in future implementations of immersive technology. This research was supported by NSF Project #1915520: Enhancing Additive Manufacturing Education with Cybersecurity and Virtual Reality. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]