The massification of higher education has produced cohorts of students with varying motivation and ability to meet their academic potential. Providing individualised support is not always feasible for instructors as class sizes continue to grow, so this research evaluates the persuasive design of a digital learning environment (DLE) to address the aforementioned issue. A system with persuasive features called Task-Test-Monitor (TTM) was used by students for a semester at an Australian university. At the conclusion of the semester, students were surveyed on their experience of using the system. Results showed students were strongly in favour of using such a system to help them study, with a significant portion of respondents reporting that the system influenced how they studied. Educators and system designers can benefit from these findings by applying persuasive design principles used in this research in their own pedagogy or system designs.