An attempt is made in this working paper to synthesize the existing empirical evidence concerning the utility of simulation games in social studies teaching, training, and research. The data are drawn from several sources: published literature dealing with simulation games, descriptions of games in use, communications with people who use games, and personal experience with the design and use of games for education. The independent variables that seem likely to be related to the costs and benefits of simulation are delineated: 1) purpose; and, 2) structure including a discussion of goals, rules, team system, internal structure of the teams, and participants. These dependent variables are also discussed: 1) learning motivation; 2) the discovery, verification or inculcation of social facts and principles; and, 3) the development of skills or discovery of hypotheses regarding decision-making, manipulative skills, and interactive behavior. The disparity between the positive and negative evaluations of simulation in terms of these variables is explained as resulting from a lack of empirical or objective research, and the perception of the weaknesses of simulation games --lack of teacher control over learning, scheduling difficulty, and cost. (SBE)