The present study defined three levels of contextualized media and investigated their influences on students' science attitudes, comprehension, and argumentation. To achieve the purpose, an online game-based science argumentation (OGSA) program was developed for the experiments (N = 148). The OGSA included three versions for student argumentation regarding the use of contextualized medias: the mildly, moderately, and highly contextualized medias. For each version, the students had to play two types of games, find-the-fault and find-the-difference games, to complete one topic of argumentation learning. We found that the highly contextualized group students had the best performances of their science learning and argumentation. However, to produce highly contextualized media was a time-consuming task although it provided the students with contextualization cues to connect the learning to their prior knowledge.