Polysyncretic composing in play: youth virtual reality gaming for STEM learning

Purpose This study aims to present findings from a design-based research project focused on science, technology, engineering and mathematics (STEM)-oriented literacy curricula, with gaming recognized as a legitimate site of learning and expertise. The authors examine how virtual reality (VR) gaming provides youth with unique opportunities for engaging with STEM learning. Design/methodology/approach The authors partnered with a local housing authority to create the Gamers Club. The Club curriculum was structured around phases of game development and professional roles in the gaming industry. It integrated conceptualizations of literacy and intersectional frameworks to support STEM access and STEM identity. Participants included youth of color and represented a diverse set of Latinx, Black and Afro-Caribbean identities, ages 9–11 years. Primary data included lesson slideshows, ethnographic field notes, youth products in process (graphic organizers, digital assets, prototypes), screen recordings (screen casts) of game play and composition processes and their final products. Findings Findings show that participation in the VR Gamers Club enabled youth to engage in STEM and literacy practices through embodied interaction, collaborative problem-solving and design-oriented play. These practices legitimized youths’ existing literacies in support of connected STEM learning in multiple ways. Originality/value Gaming is a powerful site for literacy and STEM learning, creating opportunities that recognize and build on youths’ existing expertise. By legitimizing gaming literacies, the Gamers Club challenges dominant narratives about what counts as valuable knowledge and participation. This approach expands possibilities for more accessible and critical forms of education across STEM, digital and AI-mediated learning environments.