With regard to self-efficacy, there is some evidence that engagement with innovative technology in academic settings can positively impact self-efficacy toward STEM. For example, Ketelhut and colleagues (Ketelhut 2007; Ketelhut et al. 2010) found that students’ self-efficacy for scientific inquiry before using a Multi-User Virtual Environment (MUVE) called River City was related to their behaviors within the virtual world. In particular, less self-efficacious students manifested a self-efficacy boost through mastery experiences gained through engagement in the activities of the MUVE. Similarly, Liu et al. (2006) explored middle school students’ science learning within a computer-enhanced problem based learning (PBL) environment called Alien Rescue and found that students’ achievement and self-efficacy increased after participating in Alien Rescue.