This study explored the effects of an organiser-supported learning game on ninth graders' science concept learning, perceptions of learning, enjoyment, and willingness to learn. A learning game (Force Hero) was modified from a commercial game, and a pre-test, a post-test, and a questionnaire were employed. In the game, students used their avatars' skills that were designed based on science concepts to solve given problems. Thirty-eight students were invited to participate in the two-week experimental instruction and assigned to two groups: reading-and-gaming group (first, read a descriptive guidance showing what science concepts were contained and how they were represented or designed in the game; second, played the game) and gaming-and-reading group (played the game first, and then read the guidance). The results indicated that the reading-and-gaming group performed significantly better than the gaming-and-reading group in learning performance. Although no significant differences of the perception of enjoyment and willingness were found, the gaming-and-reading group reported significantly higher self-perceived learning gains than the reading-and-gaming group. The findings provide an alternative to develop learning games for teachers and gamification researchers, and encourage reflections on the combination of learning and gaming.