Introduction The lack of basic math skills at an elementary level has led to the establishment of strategies that can enhance learners’ level of understanding of the subject. Hence, the current study seeks to design a game-based learning atmosphere for my educational center. The goal is to augment students’ comprehension of some specified math fundamentals. The topic selected for this task is the “Multiplication Fact” whereby students will have an opportunity to learn various basic math concepts in an environment that will be conducive for this goal to be achieved. Consequently, to facilitate the suggested game-based learning environment, the teacher will deploy various technological devices, which include laptops, iPads, a Reflex game, and a projector. Topic/Subject Matter According to Rave and Golightly (2014), teachers are driven by the need to come up with a strategy that can improve learners’ level of math comprehension. The authors acknowledge the existence of struggles reported among students who cannot grasp basic mathematics concepts. Hence, from the study by Rave and Golightly (2014), the introduction of an intervention plan showed some remarkable improvements in learners’ performance, especially regarding confidence levels when performing multiplication tests. The study by Harvey-Swanston (2017) had similar findings whereby “the development of fluency, which involves not just the quick and efficient recall of facts, but a flexible approach to deriving new ones, demands a deep conceptual understanding of multiplication” (p. 20). Research by O’Connell and SanGiovanni (2011) confirms that indeed being poorly equipped with some basic math operations may influence learners’ comprehension of other subjects. With this foundation, game-based learning is presented as an effective way of solving this problem. Literature Review History of Game-Based Learning The concept of gaming in schools can be traced back to the 1970s, an era that is characterized by the introduction of microcomputers (Longo, 2013). Renowned stakeholders and pioneers such as Davison and the Minnesota Educational Computing Consortium (MECC) ushered the globe into a new area whereby school-going children would be introduced to educational gaming. In fact, according to Rankin (2015), any account of educational gaming or computing may never be precise without giving credit to the role that MECC played in ensuring the recorded wide availability of computing and gaming gadgets in educational centers. The above expositions confirm that indeed game-based learning is not new. The subsequent rapid uptake of advanced technologies, including the use of iPads and laptops, enhanced the concept of a game-based learning setting. Additional learning components such as playing using the above gadgets have been incorporated to ease learners’ understanding of course contents. Theories and Concepts One of the theories upon which the concept of game-based learning is founded is that play enhances learners’ cognitive development (Plass, Homer, & Kinzer, 2015). However, borrowing from Vygotsky, a renowned behavioral theorist, play, or video gaming needs to be modified in a manner that can benefit