Advances in technology require the fields of education and training to adapt in order to meet learning and work demands. The academic literature indicates engagement increases learning achievement. Gamified approaches to learning enhance student motivation and engagement, yet empirical evidence to support the implementation into general practice in higher education is needed (de Freitas, 2018; Karpicke, 2012). The current study evaluates the relationship between two types of review of factual content, Kahoot! gamification review and traditional study guide review, with measures of content recall and engagement at the post-secondary level of education. Findings suggest gamification of the review process for student testing can improve student achievement due to increased engagement. The gamified review was more engaging than the traditional study guide review; participants in the 18 to 30 age range scored higher on achievement and engagement; females tended to score slightly higher than males, while major did not significantly affect achievement and engagement scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]