Merging computational thinking and an embodiment-centered curriculum, VEnvI (Virtual Environment Interactions) seeks to expand the professional and academic possibilities for K-12 students through opening up pathways that synthesize knowledge across and through digital media, computer science, and the arts. This paper presents findings from a case study research intervention with 5 th grade students at an arts magnet school in a small urban municipality in the Southeastern United States. This research iteration is part of a larger, ongoing design-based research project, pioneering the design, development, and testing of a virtual environment and associated curriculum for blending creative movement and computer programming for upper elementary and middle school students. After conducting quantitative and qualitative analysis, researchers found students' computational knowledge improved through their engagements in a "constellation" of multimodal literacy practices (Steinkuehler, 2007, n.p.) during the process of choreographing and programming a complimentary virtual character's movements based on a 5 th grade biology standard about cells.