The purpose of this research was to find out the effects of educational game-integrated group research method of "regulatory system" issue in 7th grade on students' academic achievement, attitudes towards schools, and retention of knowledge. The sample of this study consisted of a total of 54 students in two intact groups at 7th grade students in a middle school in the 2015-2016 academic years. One of these groups was assigned as an experimental group with the educational game-integrated group research method (n=27) and the other was assigned as control group with traditional teaching design (n=27). The experimental and control groups were randomly attributed. Within pretest-posttest control group quasi-experimental design, data were collected via Prior Knowledge Test (PKT), Academic Achievement Test and Attitude towards School Scale (ATSS). The data were analyzed via descriptive statistics and independent group t-test. The experimental group indicated significantly higher academic achievement, more positive attitudes towards school scores and higher permanent learning levels in comparison to the control group.