Mathematics is considered the foundation of development in science, technology, and thought, and its practicality for life is also evident. If it is possible to use student daily life experiences as the focus, combining mathematics with gaming, to incorporate the game context into mathematics instruction, it would enhance student interest in learning mathematics. At the same time, this would cultivate student ability in problem-solving, lower student fear for mathematics, and enhance their learning motivation. The purpose of this study is to explore the context-based game-based interactive instructional media developed by this study. The classroom is combined with u-learning of real context-aware situated learning and post-class m-learning simulated learning, and this is used to explore differences in learning effects of second grade elementary school students in the addition and subtraction units in mathematics, and questionnaires are used to understand student views toward context-based game instruction.