This study explores the effectiveness of a game-based mobile learning model for children living in underdeveloped regions with significant contextual variations. Data for this study came from a total of 210 children between the ages of 6-14 years old from six marginalized communities in India. The findings reveal that children with little or no previous exposure to technology were able to not only figure out the given mobile learning technology, but also solve a series of incrementally challenging problems by playing math games without specific intervention or instruction by adults. The study also found that various factors, including gender and group size, do affect children's ability to adopt and learn while presenting a unique set of learning interaction patterns. This paper concludes with specific recommendations for future ICT4D (Information and Communication Technology for Development) projects for educational development particularly targeting developing regions. (Contains 2 tables and 11 figures.)