A study designed to answer the need for more attractive and effective economics education involved the teaching of one junior college economics class by the conventional (lecture) method and an experimental class by computer simulation techniques. Econometric models approximating the "real world" were computer programed to enable the experimental group to play roles of monetary managers, economic advisers, or businessmen. The effectiveness of this instructional technique versus conventional instruction was tested by using a 2-tailed t-test on student performance. Also student interest was assessed via questionnaire. Results showed that gaming seemed to have elicited comparatively greater impact on student attitudes than did the conventional instruction. The cognitive objectives of the course were achieved with equal efficiency in both groups. The report includes course models, sample outputs, worksheets, and a bibliography. (DG)