A study was performed comparing the learning of ionic nomenclature by three different methods; one used the traditional method where students worked problems at the end of a chapter, while the other two methods used similar game formats (Rainbow Wheel and Rainbow Matrix) to learn chemical nomenclature. The statistical analysis of student performance revealed that the game format methods were more effective in helping students develop a working knowledge of chemical nomenclature than the traditional method. The students were aware that they were part of a study and gave their written permission to participate. All students identified the same factors as being important in their instruction: the role of visualization, the role of the instructor, the role of practice, the role of game playing, and the importance of nomenclature.