This dissertation investigates the impact of computing-focused hackathons incorporating Wearable Learning (WL) technology on the development of self-efficacy in computing, computational thinking, and innovation among middle and high school students. Employing a sequential explanatory mixed-methods design, the study examines how immersive, hands-on learning environments foster critical competencies in today’s technology-driven society. The quantitative phase analyzed pre- and post-survey data from 54 participants across three program sites: Upward Bound, Massenberg STEM Institute, and the RIDE Center. Paired-sample t-tests revealed statistically significant improvements in computing self-efficacy (pre-test mean: 3.46, post-test mean: 3.62, p-value: 0.02859) and innovation self-efficacy (pre-test mean: 3.43, post-test mean: 3.61, p-value: 0.03706). A secondary analysis focusing on computing-related items and innovation-driven measures revealed amplified gains, emphasizing the WL curriculum’s dual impact on computational and creative problem-solving skills. Improvements were particularly evident in curricular stages that emphasized implementation, testing, and iterative refinement. The qualitative phase enriched these findings through exit tickets, semi-structured interviews, field notes, and student artifacts, providing nuanced insights into students’ learning experiences. The analysis underscored the transformative role of hackathons in enhancing students’ confidence, problem-solving abilities, and active engagement. Exit ticket responses and observational data captured students’ progression from initial apprehension to confidently presenting their completed games, illustrating growth in computational thinking, self-efficacy, and innovation skills. This research highlights hackathons as effective educational models for fostering self-efficacy and computational thinking, aligning with Bandura’s Social Cognitive Theory and Gee’s Sociocultural Perspective on Opportunity to Learn. By integrating quantitative and qualitative findings, the study supports the adoption of hackathon-based curricula in STEM education to enhance computing and innovation skills. It concludes with a proposal for a scalable framework to integrate WL interventions into mainstream education, advancing equity and inclusivity in access to computational competencies and innovation-driven learning opportunities.