Enrollment in online higher education programs has been climbing for the past decade but research suggests that online courses exhibit significantly higher attrition rates than their face-to-face counterparts. Consequently, while significantly more students are enrolling in higher education programs, far too few are graduating. Self-determination theory posits that human beings are more likely to persist through adversity when they are engaged in intrinsically-motivating activities that support their sense of competence, autonomy, and relatedness. Digital games are specifically designed to energize players' sense of competence, autonomy, and relatedness, making them a potentially valuable educational technology for improving student persistence. This study evaluated the impact of a digital game on student persistence and retention in an undergraduate online introductory business course. A quantitative, quasi-experimental causal comparative research design was used to evaluate an archival dataset made available by an online university. Logistic regression revealed that the digital game was a significant variable positively related to both student persistence and student retention. These findings have direct implications for instructors, curriculum developers, and administrators seeking to improve persistence and retention in online higher education. Embedding digital games in coursework promotes greater levels of interaction and self-determination, which in turn may increase student retention and ultimately graduation. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]