The integration of technology within the lives of all people has continued to expand and also impacts the education systems around the world. The purpose of this study was to study how real-time data impacted the educational achievement of students in a senior level economics class who participated in game-based learning through the Marketwatch Game. The sample for this study was 107 senior level economic students ranging from age 17 to 18 years old. Using a quasi-experimental pretest-posttest nonequivalent control group design (Patten, 2012), the students were divided into two groups and were to play the Marketwatch Game. The experimental group of students used iPads to play the game, while the control group used newspapers. The students using iPads were exposed to real-time data, while the newspaper group simply had access to the Wall Street Journal print edition. Engagement of students was analyzed for independent learning and the use of iPads when compared to print text using the High School Survey of Student Engagement. Student engagement were also measured on posttest scores using the Test of Economic Literacy within the same category of independent learning and iPads/print text. Engagement scores were analyzed using a one-way ANOVA, while the posttest scores were analyzed using a one-way ANCOVA. The results of the HSSSE indicated a significant difference in engagement; however, it was the control group that cited greater engagement as opposed to the experimental group. The results of the Test of Economic Literacy did not indicated a significant difference in the scores of the control and experimental groups. Future research should focus on another region of the country. It should also focus on this ethnic, gender and socio-economic makeup of the students, and should focus on upper level students. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]