The study entitled Gamifying Scientiacabulary (Science Vocabulary): A Path to Enhanced Understanding and Retention among Fourth Grade Students aimed to analyze the impact of interactive games on the acquisition of science vocabulary for the learners enhanced comprehension and retention.  By doing so, the researcher provided the Scientiacabulary word booklet and game manual that improved the academic performance and students engagement in science 4. The study utilized mixed-methods research, incorporating qualitative and quantitative methods. Throughout the study, a sequential exploratory research design, combining phenomenological and quasi-experimental techniques, was used. Qualitative interview analysis indicated an emerging theme: There are very limited resources that are suited to the needs and levels of the learners.  It found that content, visual and text components, interactivity, and evaluation are essential to effective teaching materials. The researcher designed the Scientiacabulary Word Booklet and Game Manual based on the Matatag Curriculums Learning Competencies for content alignment and expert validation. Scientiacabulary Word Booklet and Game Manual in Science 4 had a high weighted mean score and standard deviation. Science teacher respondents verbally interpreted them as highly acceptable in terms of objective, content, adaptability, and aesthetic value. All factors were evident in the developed material, which helped students learn easily and effectively. The students participation, focus, attention, and attitude toward games had a high weighted mean score, indicating a great extent. Furthermore, learners pre-test and post-test ratings shifted from satisfactory to very satisfactory. Data shows that the Scientiacabulary word booklet and game manual elevated learning and performance. It was concluded that there is a significant difference between the two. The pre-test scores are substantially lower than the post-test. The alternative is accepted since the null hypothesis, There is no significant difference in the level of performance of students in terms of pre-test and post-test, is rejected. Through the conclusion drawn from the findings, the researcher recommended that the study be proposed as one of the school projects and may be applied in other grade levels and different learning areas.