Many professional STEM jobs go unfilled annually, especially by diverse people. To increase the number of STEM graduates to fill these jobs, bridge programs at college campuses across the country look for innovative ways to support and retain these diverse, underserved populations. Today's Generation Z campus population is not only diverse but also is the first population of college students who have never lived without technology. The implementation of gamification to build a sense of community and self-efficacy may help improve STEM achievement. Current literature indicates numerous higher education programs that support diverse, underserved students so they can be successful in STEM fields. Students engaged in active learning are more immersed in their education. Many underserved, first-generation, African American, Hispanic, and female students arrive on campus with disadvantages that create barriers to success. The implementation of gamification, an active learning strategy, may be a way to build a sense of community and self-efficacy which will support students as they persist to a STEM degree. This qualitative exploratory case study serves to understand how the addition of two different types of gamification impacted a cohort of STEM students and their sense of community and self-efficacy. The use of the online mobile "Social Scavenger" app and five different face-to-face STEM team challenges were implemented over a 10-week summer bridge program. Students worked together with their team throughout the program to complete various challenges culminating on the last day of the program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]