It is unclear whether engagement with Virtual Learning Environment (VLE) self-directed study can enhance the learning process and augment academic achievement. As such, the current study aims to investigate the relationship between VLE self-directed study provision in a Sports Therapy module and subsequent academic summative assessment success. The sample was comprised of 232 undergraduate BSc (Hons) Sports Therapy students (113 male, 119 female) across three separate student cohorts (2015, 2016, 2017). Each cohort was provided with differing VLE self-directed study. Analysis was conducted on its effect on achievement during both practical and written modes of summative assessment. The results of the current study suggest that while digital technology did not attenuate academic achievement, accurate alignment to the intended learning outcomes and summative assessments may be required for its successful integration into Higher Education pedagogy.