In an ever-increasing technological society, teachers have now, more than ever, a vast offering of educational technologies made available for classroom use. However, the time necessary for vetting and developing rigorous lessons with the usage of such technologies can be overwhelming for a classroom teacher. Still, teachers need the opportunity to facilitate valuable inquiry-based and project-based learning (PBL) environments in classrooms through educational technology for effective STEM education (Pedaste et al. 2015; Hannon et al. 2012; Hall and Miro 2016). Technology, and specifically video games, may be a new-age method to accomplish this goal. Learning gamification is the process of incorporating gaming aspects into a lesson plan in order to foster student motivation and creativity (Kapp 2012). This articles examines how a third-grade teacher and a fifth-grade teacher, engaged their students in the three dimensions of science learning, specifically through the use of the Nintendo Labo Variety Kit. Nintendo Labo is a particularly versatile game system aimed at a younger age demographic than most video game consoles. The Labo extension provides a buildable, engineering task for children to follow along using included materials to construct all sorts of "Toy-Con" creations that interact with game software: mini-pianos, remote control cars, virtual reality blasters, steering wheels, robot gloves, fishing rods, motorcycles, etc. Nintendo designed Labo with the intent to foster principles of engineering, physics, and basic programming to younger students