This study aims to determine pre-service elementary teachers' views with regard to evaluating the effectiveness of WebQuest and Wiki activities prepared for general chemistry courses. It also aims to detect the effects of these activities on pre-service elementary teachers' levels of motivation to learn chemistry. For this aim, we used a mixed method research design. Data were gathered using focus group interviews and the 'Chemistry Motivation Questionnaire'. The sample of the study consisted of 111 pre-service elementary teachers from two different universities. The frequency of the pre-service teachers' logging into WebQuest and Wiki activities of the Moodle Learning Management Systems were monitored. The qualitative result of the study shows that both systems made cognitive contributions to pre-service teachers and attracted their interest at the sensory level. As for the quantitative analysis, the results of our study indicate that pre-service teachers had positive views toward using WebQuest or Wiki activities in courses, whereas their motivation to learn chemistry did not increase. A positive, significant relationship but at a low level was observed between pre-service teachers' motivation to learn chemistry and the frequency of logging into Wiki activities.