The purpose of this study was to determine whether the use of interactive learning technology in the classroom can impact knowledge retention among students as compared to classrooms where interactive learning technology was not utilized. Through a quasi-experimental design, the study explored non-cognitive factor relationships to knowledge retention and post-test scores, comparing the results in undergraduate courses where instructors integrated interactive learning technology with undergraduate courses where instructors did not integrate learning technology. Descriptive, ANOVA, and ANCOVA statistical analyses were used to analyze knowledge retention and post-test scores as well as covariates from 215 students in undergraduate courses at one academic institution. The results revealed several important findings. First, there was a significant effect on both post-test scores and knowledge retention when audience response systems were integrated into the classroom. Second, the integration of audience response systems in the classroom effect on knowledge retention and post-test scores was significantly different from students in the online classroom who did not use audience response systems, despite having access to supplementary material when they took pre- and post-tests. Course topic and student status had no significant effect post-test scores or knowledge retention when audience response systems were integrated into the classroom. Finally, faculty status did have a significant effect on post-test scores and knowledge retention when audience response systems were integrated into the classroom. By understanding the non-cognitive factors that contribute to improve knowledge retention and post-test scores, institutions can improve their faculty members' effectiveness and success in the classroom. [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.]