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To date, research involving homemade PowerPoint games as an instructional tool has not shown statistically significant gains in student performance. This paper examines the results of a study comparing the performance of students in a high school chemistry course who created homemade PowerPoint games as a test review with the students who used a traditional study guide on two separate unit tests. Students scored significantly higher on one of the two unit tests; however, there was no difference in performance between students who created games multiple times. This was the first time a significant difference has been reported when using homemade PowerPoint games. More work is needed to determine which of the three philosophical justifications contributed to this significant result, as previous studies found at least one of these justifications to be lacking in the student.