Game-based learning has shown to lead to improvements in student engagement, learning, and learning attitudes. In this study, a digital game was implemented within a graduate-level Fundamentals of Nuclear Engineering course. Students' performance in the game and on exams was correlated to see if student learning was positively associated with game-based learning. Statistical correlations between students' time spent on the game and exam performance showed a moderate relationship suggesting that increased time spent within the game was associated with better exam performance. There was also a moderate relationship between game performance on three of the four content areas of the course and students' exam performance in these content areas. The need for stronger nuclear engineering education is an issue that game-based learning may help address.