Effective construction engineering and management education requires hands-on experiences that have not traditionally been offered in classroom settings. Physical building competitions like Solar Decathlon are valuable for providing experiential learning opportunities that may support tacit and explicit knowledge development among students, but they are often not available to all students due to funding and resource limitations. Less resource intensive teaching strategies, such as project based learning, can mimic the benefit of physical experiences by providing context to learning content. This paper reviews project based learning literature to identify trends in reported learning gains from the adoption of this strategy. Additionally, emerging technologies offer the ability to create low cost, immersive multimedia environments that may be able to support the types of learning targeted by physical design and construction experiences. Literature on multimedia learning theory is explored to identify opportunities for multimedia applications to facilitate learnings derived by physical educational contexts, but with the use of increasingly affordable multimedia strategies. This paper resulted in identifying six learning gains that have a theoretical potential to be facilitated using augmented reality and virtual reality technologies. The theoretical potential was deduced based on prior research on teaching strategies that provide real-world context to learning content. The authors of this paper propose using the identified learning gains as targets to specifically design implementation studies to verify this potential. The learning gains identified in the results section can be targeted and measured in future research when empirically validating the use of immersive technologies for construction education. The contribution of this work is in synthesizing the learning gains that future researchers should target based on evidence from prior research in related learning contexts.