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Engineering activity

Cardboard Arcade

Build a simple ball toss game from a cardboard box with holes cut in it! Decorate it and play with friends.

BuildingAbout 30 minutesScreen-freeParent help expected

Materials and setup

How this changes by age

Pre-K (ages 3–4)

Build a simple ball toss game from a cardboard box with holes cut in it! Decorate it and play with friends.

Difficulty 1 of 3

Steps

  1. Get a large cardboard box. Parent helps cut 3-5 holes of different sizes in the front.
  2. Write point values next to each hole: small holes are worth more points!
  3. Decorate the box with markers, stickers, and crayons.
  4. Stand back and toss small balls (or balled-up socks) through the holes.
  5. Count your points. Can you beat your best score?
  6. Tell a grown-up one thing that surprised you.

Learning objectives

  • Build a simple game with scoring mechanics
  • Practice aim, counting, and addition
  • Experience designing something for other people to enjoy

Kindergarten (ages 5–6)

Design and build a cardboard arcade game with a moving part. Ideas: pinball machine, marble maze, or basketball hoop with score zones.

Difficulty 2 of 3

Steps

  1. Choose a game type: pinball (tilting board with obstacles), marble maze, or ball launcher.
  2. Draw your game plan showing where all the parts go.
  3. Build the game box from cardboard. Add obstacles, ramps, or targets.
  4. Include at least one moving part: a flipper (lever), a spinner, or a trap door.
  5. Add scoring zones and write point values. Decorate colorfully.
  6. Test your game. Is it too easy or too hard? Adjust and test again.
  7. Tell a grown-up one thing that surprised you.

Learning objectives

  • Design a game with clear rules and scoring
  • Build a working mechanism (flipper, spinner, or trap door)
  • Iterate on game difficulty through playtesting

Early elementary (ages 6–8)

Engineer a cardboard arcade game with multiple mechanisms, scoring, and user experience design. Playtest with others and improve based on feedback.

Difficulty 2 of 3

Steps

  1. Plan your arcade game: what is the goal? How do you score? What makes it fun and challenging?
  2. Build the structure from cardboard boxes. Include at least 2 mechanisms (levers, ramps, spinners, launchers).
  3. Create a clear scoring system with visible point zones.
  4. Add instructions for players — make them clear enough for anyone to understand.
  5. Playtest with 3 different people. Ask each: What was fun? What was confusing? What was too easy or hard?
  6. Improve based on feedback. Test again. Did the changes make it better?
  7. In one sentence, tell a parent or sibling what surprised you today.

Learning objectives

  • Apply user experience design principles to game creation
  • Build multiple mechanical elements into a cohesive system
  • Gather and incorporate user feedback to improve a design

Upper elementary (ages 8–10)

Design a multi-game cardboard arcade with coin slot, ticket dispenser, and point tracking. Apply game design principles: risk/reward, difficulty progression, and player engagement.

Difficulty 3 of 3

Steps

  1. Research game design principles: risk vs reward, difficulty curves, feedback loops, and player motivation.
  2. Design at least 2 arcade games that use different skills (aim, timing, strategy).
  3. Build a coin mechanism: design a slot that accepts a specific token to start the game.
  4. Create a ticket or prize system that rewards players based on their score.
  5. Playtest with at least 5 people. Record: average score, time played, and fun rating (1-5).
  6. Analyze your data. Which game was most popular? Which had the best replay value?
  7. Write a game design document explaining your design choices, playtest data, and improvements.
  8. In one sentence, tell a parent or sibling what surprised you today.

Learning objectives

  • Apply game design theory (risk/reward, difficulty curves) to physical game creation
  • Build mechanical token and reward systems
  • Collect and analyze playtesting data to evaluate and improve game design

Safety and evidence note

Read the full activity before beginning. An adult should supervise tools, heat, food, outdoor work, movement, and experiments as appropriate. Completion records that the activity was done; the child’s explanation, work sample, photo, or demonstration is stronger evidence of learning than a completion check alone.

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