The United States prioritized increasing the number of underrepresented undergraduate students who completed degrees in STEM fields. The ongoing challenge was to create a diverse workforce to maintain the country's global competitiveness. Higher education rolled out intervention programs to help underrepresented students stay on track and graduate with a STEM degree. In the year 2020, New Jersey was dealing with the COVID-19 pandemic. Restricting in-person events helped control the rapid community spread. The decision was to go virtual to avoid canceling the event where the previous STEM Success Academy (SSA) had traditionally offered in-person orientation on the NJCU campus. The qualitative case study was to understand and explore the benefits of the online gamified orientation treatment and probed whether those benefits reflected in student behaviors, the community's creation, the sense of belonging, and the completion rates for the SSA program among the 41 underrepresented undergraduate STEM students. Students worked with their teams to complete various STEM and TEAM challenges. The research revealed that students, life coaches, and volunteer staff reported the scavenger activities were fun and engaging. Students were committed to pursuing their degrees at NCJU after the treatment and felt resources, such as life coaches and supplement instructions, helped students with the program completion. Different motivational factors impacted students' engagements. Overall, the treatment had a positive outcome on commitment, retention, and persistence. Students advised the continuance of the gamified orientation for next year's cohort but preferred it to be in-person. [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.]