Emerging technologies can potentially transform education through student engagement. The aim of our study is threefold. Firstly, we aspired to examine the validity and reliability of Reeve and Tsengs' 4-construct (emotional, behavioral, cognitive, and agentic) engagement scale (EBCA scale). Secondly, we aimed to examine whether and to what extent the integration of emerging technology through virtual simulations (VS) in STEAM activities can improve students' perceived engagement. Thirdly, we strived to examine how the order of integration of VS in STEAM activities affects students' perceived engagement. A cross-over research design was used. 84 primary school students (9--10 years old) were assigned to one of the following conditions: STA (science + technology + art); SA (science + art); STA + SA; and SA + STA. The results showed that the 4-factor EBCA scale model is aligned and fits the overall sample well. It was also observed that the longer students are involved in STEAM activities, the better their perceived engagement is, and the more they work on VS, the more they develop the values of attentive listening, directing attention, and investing effort in learning. The order of integration of VS affects perceived engagement, and students who learn with them first perceive engagement better. One of the implications of our study is to examine the metric characteristics of the EBCA scale on different samples as well. Other recommendations are stated in the discussion.