The immense benefits of e-learning cannot be overemphasized. In addition to solving the time and space constraints posed by the traditional/conventional learning methods, it can be more adaptive and interactive to achieve optimum learning output/results. As a consequence of students' varying backgrounds and different learning abilities, the traditional methods of lecture delivery alone do not produce optimum results. This has prompted educators and higher education institutions globally to continuously seek new and functional technologies to meet the needs and expectations of diverse students. Thus, the use of virtual and immersive learning environments have become the latest technological innovation in education to enhance productivity and learning satisfaction. This research was conducted in the Electrical and Computer Engineering department. A newly developed Immersive Virtual Learning Environment was used for lecture delivery to sophomores that registered for EEGR 202 (Electric Circuit) in the spring of 2019 in order to determine its effects on their academic self-efficacy. The participants were a diverse population of twenty-four students with the majority being African American. A pre-assessment test was carried out to determine the students' initial knowledge and understanding of the fundamental concept of Current, Voltage, and Charge (IVQ). The essence of the test was to identify any bias such as advanced knowledge of (IVQ) that will introduce error into the results of the research and ascertain that all participants are on the same level. The result indicated that all the participants have moderate knowledge of the concept of (IVQ). After Students had been immersed into this virtual learning environment (VLE) and fully engaged with the platform for a semester, a survey was administered through a five-point Likert scale questionnaire to collect data on each student's perception/response towards the usage of the immersive virtual learning environment. The data collected were statistically analyzed using Software Package for Social Sciences (SPSS Version 27). The results of the analysis were discussed with a view to determining the effects of the virtual learning environment on the participants' Self-efficacy. The analysis showed that students ranked their Self-Efficacy moderate and perceived the new learning platform as useful to their learning and academic performance which is very promising. There were suggestions for future studies on the subject matter. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]