The purpose of this study is to explore how different game designs support students' learning and enjoyment of fractions, specifically, early learning of equivalence and ordering. Two sets of games were contrasted, one that was characterized as "exploratory and implicit," and a second that was characterized as "directive and explicit." Findings suggest that there was no difference in learning based on the design of the games, but that students' enjoyment of the exploratory and implicit games was significantly higher.