This note presents a teaching simulation that is designed to stimulate the interest of undergraduate college students enrolled in introductory American government classes. The Articles of Confederation Simulation transforms a class into the Confederal Congress and is designed to increase the students' information retention and bargaining abilities. The simulation is empirically tested utilizing a pre- and posttest quasi-experimental design. The results reveal a significant increase in learning, as measured by information retention across time, within the experimental group. The control group experiences a significant loss of learning. The findings therefore suggest that the Articles of Confederation Simulation is an effective learning resource.
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Cupitt et al. (1980) studied this question.
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