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Research investigated the effect that the uses of simulation-gaming techniques have upon the acquisition and cognitive retention of facts, concepts, and principles. Twokundred and-ninety-five students in public secondary schools in Indiana participated in the project; these were divided into experimental and control groups which received instruction in United States History. The former employed the simulation-Gaming techniques, the latter the lecture-discussion method Posttest results showed that both groups performed equally well with respect to cognitive achievement, tut that students in the experimental group performed significantly. better on a delayed interval posttest measure of cognitive retention. It was thus concluded that the simulation-gaming techniques represented a pedagogical tool which significantly enhanced learning. (Author/PH