The effects of educational games and feedback-correction on the success of 6^th grade students and the retention of the knowledge were investigated in this study.  6^th grade students in a secondary school in Meram district of Konya comprise the study sample.  Two classes of 6^th grade with equal probability in this secondary school were determined as the experimental group while another class of 6^th grade was determined as the control group.  The electricity and systems unit was taught for 4 hours per week for 10 weeks by means of educational games in the experimental group 1, by means of educational games and feedback-correction in the experimental group 2 and according to the current MNE (Ministry of National Education) curriculum in the control group.  The learning level test developed by the Yıldırım (2015) was used in the study to measure the learning levels of the students and the retention of the knowledge.  T-test and one way ANOVA were applied for independent and dependent groups.  According to the findings obtained in the study, it was statistically determined that the educational games and feedback-correction applied in the experimental group 2 and educational games applied in the experimental group 1 were more effective in terms of retention of knowledge and learning levels compared to the current curriculum applied in the control group.  On the other hand, it was also statistically determined that teaching by means of educational games, which was the method used for the experimental group 1, increased the learning level compared to the control group, on which the current curriculum was applied; however, there was no difference in terms of retention of the knowledge.

Keywords: Games, Educational Games, Feedback-Correction, Learning Level, Retention