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Developing STEAM (Science, Technology, Engineering, Art, and Math) education curricula encouraging participation from underrepresented groups is crucial for diversity in computational fields. Many existing programs attract cis-white males, to the exclusion of other groups. This paper discusses a camp where participants, primarily female youth ages 10-14 (N=45), engage in crafting social wearable technologies within a live-action roleplay context. Our findings from four camp sessions show increased self-reported competence and interest in STEAM among participants, alongside enhanced feelings of community and social support. The camp’s innovative approach integrates design thinking, iterative design, and collaboration, proving effective in fostering inclusivity and engagement in STEAM. We adopted an iterative Research-through-Design process, with researchers embedded in the camp to observe and conduct surveys and interviews with participants. Researchers and educators can benefit from reading our results, which demonstrate the value of a playful, socially-engaged curriculum in attracting and retaining diverse students in STEAM fields. 

This paper presents a case study of designing and running a Larp (live action role play)-based summer camp in which middle school-age girls create social wearables, toward building computational and design skills, interest, and self-efficacy. Our design draws upon prior evidence that edu-larps can address the identity gap for underrepresented groups in STEM. The focus on creation of social wearables built using E-textiles builds on existing larp practices that use costuming as a method for establishing identity as well as for providing a platform campers can use to enhance their dramatic spectacles. Our findings will be of interest to those working in the areas of informal learning of computation through Arduino and another small device programming, as well as those interested in the intersection of larp and technology design practices, and edu-larp.