Article Gaming the SySTEM: The Relationship Between Video Games and the Digital and STEM Divides Christopher Ball 1 , Kuo-Ting Huang 1 , Shelia R. Cotten 1 and R. V. Rikard 1 Abstract Science, technology, engineering, and mathematics (STEM) careers are increasingly vital for countries, such as the United States and United Kingdom, to remain innovative and productive in the 21st century. Despite the growing demand and lucrative nature of STEM fields, minorities have remained traditionally under- represented in STEM careers, possibly due to digital divide factors. In this study, we use social cognitive theory to explore the potential of video gameplay to provide a means of increasing minority students’ comfort with information and communica- tion technologies, thereby increasing their positive STEM attitudes. Data were gathered during a large-scale computing intervention in an elementary school district in the southeastern United States. The results indicate that video game experiences may influence STEM attitudes via the mediating role of computer self-efficacy and emotional costs. Video gameplay, including games for entertainment, may be ben- eficial for young digitally divided populations as it may provide them with positive enactive experiences with technology. 1 Department of Media and Information, College of Communication Arts and Sciences, Michigan State University, East Lansing, MI, USA Corresponding Author: Christopher Ball, Department of Media and Information, College of Communication Arts and Sciences, Michigan State University, 404 Wilson Road, Room 409, East Lansing, MI 48824, USA. Email: ballchr3@msu.edu Games and Culture 1-28 ª The Author(s) 2018 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/1555412018812513 journals.sagepub.com/home/gac