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Lower than expected high-stakes examination scores were being observed in a first-year general psychology class. This research sought an alternate approach that would assist students in preparing for high-stakes examinations. The purpose of this study was to measure the effectiveness of an alternate teaching approach based on the testing effect to address low high-stakes examination scores. This was accomplished through the introduction of an online quizzing application that utilized a gamedoi:10.17718/tojde.306561 fatcat:whqch6ldenar5ablepbkp7qrwy