Embodied cognition posits that physical interactions with the environment play a crucial role in learning, including complex, abstract concepts in STEM disciplines. This is relevant for deaf and hard-of-hearing (DHH) learners who often utilize sign language, which is a naturally embodied, visuospatial mode of communication. My dissertation explores the potential of interactive virtual reality (VR) to enhance and support embodied learning experiences among DHH American Sign Language (ASL) users within the context of STEM education. I compared the behavioral and neural responses of DHH participants who engaged in either interactive VR or passive video-watching as they learned chemistry reaction balancing. Specifically, I evaluated deaf and hard-of-hearing participants' accuracy, motivation, EEG sensorimotor activation, and EEG frontal midline processing in response to learning via either interactive VR (VR Group) or passive video-watching (Video Group), before and after the two learning experiences (Pre-Learning and Post-Learning). I hypothesized that the VR Group would have higher accuracy, motivation, and greater sensorimotor engagement, which would indicate enhanced embodied cognition as a result of interactive, simulated hands-on learning. Results indicate that while the VR Group and the Video Group had similar accuracy despite their distinctive learning experiences, the VR Group had more sensorimotor engagement than the Video Group, as indicated by mu rhythm desynchronization. The VR Group and the Video Group also reported higher motivation ratings after their learning experiences. This gives us an interesting lens into how watching a video of a user using VR can increase motivation for passive video-watchers even though they themselves did not experience the VR program. Additionally, during an exploratory analysis into frontal midline theta oscillations to investigate the cognitive load impacts of VR versus video for learning, I hypothesized that the VR Group would have greater theta oscillations due to the highly immersive nature of VR. I found that the VR group did have higher theta oscillations whereas the Video Group showed an opposite effect, lower theta oscillations. This could be attributed to the VR Group either more effortfully learning and processing new concepts, or it could be attributed to a higher cognitive load. Overall, my research underscores the utilization of VR as an effective educational tool that leverages the visuospatial strengths of DHH learners to support their embodied learning processes. My study contributes to the educational neuroscience field by highlighting the pedagogical and cognitive impacts of immersive learning environments, which suggests avenues for more inclusive and effective educational practices. [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.]