This study examines how critical thinking skills influence the relationship among cognitive load, self-efficacy, and problem-solving abilities in the context of immersive learning experiences and perceived academic performance among college students in technical education programs. Emerging technologies such as augmented reality (AR) and game-based learning are employed in the study to enhance student engagement and cognitive function. A quantitative approach was employed to gather data from 748 Indonesian college students enrolled in technical education programs. The study employed structural equation modeling (SEM) via SmartPLS 4.0 to examine direct, indirect, and moderating effects. Digital literacy was examined as a moderating variable in the model. The results indicate that critical thinking significantly influences the relationship between cognitive load, self-efficacy, and problem-solving skills in facilitating meaningful learning and academic success. The ability to solve problems was the most significant predictor of critical thinking. Surprisingly, digital literacy exerted a detrimental moderating influence on the correlation between critical thinking and immersive learning. This indicates that digital proficiency lacking cognitive regulation may hinder engagement in deep learning. The findings underscore the significance of cultivating critical thinking abilities within immersive and game-based learning contexts. Digital literacy programs ought to encompass more than mere technical competencies. Students should also be instructed in critical thinking regarding their knowledge and metacognition. This research contributes to existing literature by demonstrating a novel approach to integrating cognitive-affective factors, critical thinking, and immersive learning experiences in Indonesian higher education. It emphasizes the significance of digital literacy and reiterates the importance of augmented reality and game-based learning in attaining essential educational objectives.