The article presents a study on the educational potential of board games enhanced through 3D printing technology in the context of primary school education. The authors explore how such games can support cognitive, emotional, and social development in children aged 10–13, aligning with constructivist pedagogical frameworks and theories of active and social learning. A prototype board game titled Adventure Trackers was developed using 3D-printed elements and evaluated by 81 students participating in structured group activities inspired by the Polish Scouting Association methodologies. The study applied UX research tools—primarily surveys with Likert scales and open-ended questions—to assess user satisfaction, usability, and engagement. Results show high acceptance levels, with over 90% of participants expressing willingness to replay the game. Statistical analysis, including Cronbach’s alpha, Mann–Whitney U test, and logistic regression, confirmed both the reliability of the survey instrument and the significant role of visual design, gameplay curiosity, and component ergonomics in shaping user satisfaction. The research underscores the interdisciplinary potential of combining 3D printing, game-based learning, and user-centered design to create inclusive, motivating, and developmentally beneficial educational tools. Implications for further refinement, including iterative testing and integration of qualitative UX data, are also discussed.