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Polysyncretic Composing in Play: Youth Virtual Reality Gaming for STEM Learning

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Title: Polysyncretic Composing in Play: Youth Virtual Reality Gaming for STEM Learning
Language: English
Authors: Leah Burger, Jenifer Jasinski Schneider, James King
Source: English Teaching: Practice and Critique. 2026 25(2):197-217.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: STEM Education, Computer Simulation, Game Based Learning, Clubs, Preadolescents, Hispanic Americans, Blacks, Literacy, Minority Groups, Urban Areas
DOI: 10.1108/ETPC-09-2025-0221
ISSN: 1175-8708
Abstract: 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508634
Database: ERIC
FullText Text:
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  Data: Polysyncretic Composing in Play: Youth Virtual Reality Gaming for STEM Learning
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  Data: <searchLink fieldCode="AR" term="%22Leah+Burger%22">Leah Burger</searchLink><br /><searchLink fieldCode="AR" term="%22Jenifer+Jasinski+Schneider%22">Jenifer Jasinski Schneider</searchLink><br /><searchLink fieldCode="AR" term="%22James+King%22">James King</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22English+Teaching%3A+Practice+and+Critique%22"><i>English Teaching: Practice and Critique</i></searchLink>. 2026 25(2):197-217.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: 21
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Clubs%22">Clubs</searchLink><br /><searchLink fieldCode="DE" term="%22Preadolescents%22">Preadolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+Americans%22">Hispanic Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Blacks%22">Blacks</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Groups%22">Minority Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Areas%22">Urban Areas</searchLink>
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  Data: 10.1108/ETPC-09-2025-0221
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  Data: 1175-8708
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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      – Text: English
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    Subjects:
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Computer Simulation
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      – SubjectFull: Game Based Learning
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      – SubjectFull: Clubs
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      – SubjectFull: Preadolescents
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      – SubjectFull: Hispanic Americans
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      – SubjectFull: Blacks
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      – SubjectFull: Literacy
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      – SubjectFull: Minority Groups
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      – SubjectFull: Urban Areas
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      – TitleFull: Polysyncretic Composing in Play: Youth Virtual Reality Gaming for STEM Learning
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