The aim of this study was to compare the effect of educational game (EG), reading-writing-game (RWG), reading-writing-application (RWA), and traditional methods on academic achievement, motivation, anxiety, and retention of their knowledge. On this basis, pretest-posttest control group quasi-experimental design was followed. Thus, the sample of the study was 149 seventh grade students. Data were collected with the prior-knowledge test, academic achievement test, motivation, and anxiety scale. In the analysis of data, descriptive statistics and one-way ANOVA were used. As a result, it was found that the EG method was more effective than the RWG, RWA, and traditional method in improving the academic achievement of students. In terms of learning motivation and permanence of the information, it was seen that there is a significant difference between EG and traditional method in favor of the students who applied EG method. Asfor learning anxiety, the results showed that there is a significant difference among EG, RWA, and traditional method in favor of the students who used EG method.