Cardboard Arcades: Engaging Cross-Curricular Learning Through Hands-On Play

Outline

In this session, participants will discover how to merge creativity with STEM through cardboard arcade projects. Teachers will overview students’ experiences with the design and iteration process, gain practical insights into cardboard engineering, explore tech to enhance game design, and learn how to integrate a variety of classroom topics into the theme of the games. Participants will walk away with the tools to implement this project into their classroom–bridging science, art, and technology.

Introductions (5 min) - Presenters introduce themselves and share about our PLN through National Air and Space Museum

Engage (5 min)
* “See, Think, Wonder” thinking routine
* Establish project criteria and constraints

Cardboard Engineering (20 min)
* Explore cardboard engineering tips/tricks.
* Participants use tips/tricks to create a "Cardboard Engineering" Sampler that can be taken with them and shared with students

Tech Exploration (20 min)
* Explore basic coding and features of a micro:bit and Hummingbird Kits at stations
* Discuss potential applications in the context of the project

Design Challenge (30 min)
* Participants may choose to work on a task of their choosing alone or in small groups.
* Stations that will be available for participants include
- Cardboard Nametag (with movable components)
- Pizza Box Pinball (example of cardboard arcade task appropriate for shorter time constraints)
-Design & Create with Hummingbird Kits (participants use Hummingbird Kits to create moveable parts for a larger arcade game)
- Sense and Score with Micro:bit (participants explore the possibilities of micro:bits for this project)

Brainstorm (5 min)
* Participants brainstorm classroom topics that could be used with this project

Reflection (5 min)
* Reflection using PZ Visible Thinking Routine

Supporting research

Sousa & Pilecki discuss ways in which arts integration can reinvigorate STEM learning and create greater opportunities for students to meaningfully engage in content and learning activities.
Citation: Sousa, D. A., & Pilecki, T. (2013). From STEM to STEAM: Using brain-compatible strategies to integrate the Arts. Corwin Press, a SAGE Company.

Design-based Engineering Learning (DBEL) is a powerful implementation strategy to foster deep student learning and provide students the opportunity to engage in robust thinking and meaning-making processes.
Citation: Wei, L., Zhang, W., & Lin, C. (2023). The study of the effectiveness of design-based Engineering Learning: The mediating role of cognitive engagement and the moderating role of modes of engagement. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1151610