Quasi-experimental research was conducted to examine the effect of game-based student response systems (GBSRS) on student achievement and self-efficacy in languages other than English (LOTE). The research employed a pretest-posttest, non-equivalent control group design in which 170 third and fourth-grade students participated in a 12-session Spanish intervention, with a treatment group receiving GBSRS-infused curriculum using Duolingo and a control group receiving traditional classroom instruction. Pre- and post-intervention, participants completed an achievement test based on the content of the intervention and a self-efficacy survey adapted from the PALS instrument. Students in both groups improved significantly in Spanish achievement during the intervention, but no group differences were obtained for achievement or self-efficacy. The GBSRS intervention neither facilitated nor inhibited achievement or self-efficacy in LOTE. With schools increasingly focused on cost-efficient means for providing LOTE instruction, GBSRS-infused instruction has potential for expanded implementation without concern that it may be deleterious to LOTE achievement or self-efficacy. The results contribute to a burgeoning body of research showing how educational technologies reduce costs while maintaining instructional quality and student well-being in school. [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.]