One approach that has been gaining significant attention among chemistry education scholars and practitioners is the employment of game-based learning to teach least-learned and difficult topics at various educational levels. One reason for this is that it promotes active, constructive learning and makes learning science a fun experience through educational games. As such, this study aims to design, develop, and evaluate a card game that can be used to teach the classification of simple monosaccharides to high school students. The developed card game was tested on a class of high school students to investigate the improvement in their academic achievement. Player experience was also evaluated using an adopted game experience questionnaire that explored three components: in-game, postgame, and social presence experience. The results showed significant improvements in academic achievement (t(45) = -11.97, p = 0.00001, d = 2.55) which implies that the developed card game can be used as teaching material on classifying simple monosaccharides. Results also demonstrate that the students were immersed, challenged, and in flow and had a positive affect while minimal tiredness and negative experience were reported. Students also reported high empathy and behavioral involvement after playing the game. These results, while preliminary, provide important clues on how games and gameful experiences can serve as the basis for developing educational games to teach abstract concepts in chemistry in a fun and challenging way.