The purpose of the current study was to determine whether adding gamification to a doctoral level class would improve 1) students' self-reported feelings of motivation, competency, and engagement, and 2) knowledge of the library resources available to complete research. Twenty-one students agreed to participate and completed the pretest survey. Eleven students completed the online gamified learning experience and responded to a posttest survey. Five of the student who did not complete the gamified "quest" answered an additional survey to understand their reasons for not completing the game. In addition to surveys, qualitative data was collected and analyzed. The students who participated in the online quest found improvement in almost all areas surveyed. Additionally, qualitative data and in-game remarks from the participants supported those findings. The results of this study demonstrated that adding a gamified learning experience could improve motivation, increase engagement with library resources, and reduce library anxiety. [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.]