This contribution presents the experience of a way to introduce the basic topics of laser range finders and simulation of autonomous drive for high school students. The aim was for them to get familiar with laser technology for autonomous system by being physical active by playing the role as artificial intelligence unit or the vehicle drive controller. In the play setting the student drove push tables up and down a corridor. At the end of the corridor they switched role, and the one that was acting artificial intelligence unit became vehicle controller, and the vehicle controller the artificial intelligence unit. Most students did try both roles. A minority of the students wanted to try several times, and a few students did not want to participate but preferred to observe or contribute as obstacles. It seemed the student where interested in the tasks and investigated the system response. Most of them drove the push tables fully controlled down the corridor in a playful way with other students as moving and stationary obstacles. The students also added new driving commands such as reverse that was initially not listed. The students were open to collisions as haptic feedback. It looked like they had lot of fun in the exercise. What can be mentioned is that most students were active. They did not only act vehicle controller and artificial intelligence unit, and they also acted stationary and moving obstacles, even if it was not mentioned in the briefing. They also did not need any previous knowledge as programming skills, mathematics, or geometry in order to participate. So, this exercise can easily be extended and improved by having a debrief discussion about the experience, and then introduce mathematics that can be used to solve the task in real life, such as trigonometry and geometry.