Finding weaknesses in the designs of earlier research projects dealing with the effectiveness of simulation games, Fraas has developed a different approach to evaluating this teaching technique. This article reports on a controlled experiment in which the hybrid TUCE was used to measure the knowledge of experimental and control groups. Fraas hypothesized that “some types of students do better when taught by lecture-discussion.” He concluded that the “effectiveness of each method of instruction depends on certain student characteristics …” These characteristics are identified, and his research model is explained.