Virtual Reality (VR) simulations have shown promise in enhancing learning outcomes for basic engineering concepts among students globally. A mixed-methods approach was employed, including pre- and post-tests with Likert scales for quantitative data collection, and interviews for qualitative insights. The sample size consisted of 120 students from four selected rural schools in Kenya. Students demonstrated a significant improvement (p < 0.05) in understanding basic engineering concepts after exposure to VR simulations compared to pre-test scores. Adapting VR simulations for Kenyan rural schools has the potential to bridge the digital divide and enhance STEM education outcomes. Further research should be conducted to evaluate long-term impact and scalability of this approach in diverse educational contexts. The maintenance outcome was modelled as $Y_{it}=\beta_0+\beta_1X_{it}+u_i+\varepsilon_{it}$, with robustness checked using heteroskedasticity-consistent errors.