This purpose of this study was to examine the effects of game-based learning and the coherence principle on student outcomes and self-efficacy compared to a multimedia tutorial. The relationship between perceived self-efficacy posttreatment and student outcomes was also explored. Participants included 99 undergraduate students in the information literacy portion of a first-year seminar course in fall 2021 at a rural, public university in the Intermountain West. Student outcomes were measured by a posttest assessment. Perceived self-efficacy was measured by the Using Information Responsibly Self-Efficacy Survey (UIRSES) scale both pre- and posttreatment. The participants were randomly assigned to one of three treatment groups. The multimedia learning (MT) group (n = 38) received instruction using multimedia tutorials. The game-based learning (G1) group (n = 36) received instruction using a virtual escape room game that contained minimal extraneous content. The game-based learning (G2) group (n = 26) received instruction using the same virtual escape room game as the G1 group, but the G2 treatment contain more extraneous content in the form of interesting topic related, but unnecessary factoids. All instruction was conducted asynchronously online. Results indicated there were no statistically significant differences between test scores based on teaching method. This study found a statistically significant difference overall in perceived self-efficacy from pre- to posttreatment across the different teaching methods. When looked at individually, all three teaching methods resulted in gains in perceived self-efficacy, however, none of the differences between groups were statistically significant. Overall, a small, statistically significant correlation was found between posttreatment perceived self-efficacy scores and test scores. When examined individually, all three treatment groups showed a positive correlation between posttreatment perceived self-efficacy scores and test scores, but none were found to be statistically significant. Each treatment resulted in larger positive correlation between posttreatment perceived self-efficacy survey scores and test scores than between pretreatment perceived self-efficacy survey scores and test scores, indicating that all instructional treatments increased the alignment between the participant's perception of their abilities and their actual achievement. [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.]