Twenty-nine studies on the effectiveness of educational simulations for changing attitudes are reviewed. The dimension of affective learning is of increasing concern to history and social studies teachers. A wide range of experts, including game designers, classroom teachers, and simulation salespersons, maintain that simulation games can influence and alter the attitudes of the participants. Research findings on the significance of simulation games for affective learning vary significantly, largely due to methodological difficulties of simulations in general and to the extreme diversity of learning games. The majority of research findings indicate that simulation games have proven successful in generating positive attitudes about the particular issue a game treats, improving participants' attitudes toward learning and the school system in general, and influencing student attitudes about their own effectiveness in their environment. Some research findings, however, indicate that neither cognitive nor affective achievement are influenced by participation in a simulation game. Educators and researchers should realize that simulations are not an educational panacea but, rather, that there are many situations and instructional areas in which social studies simulations are effective. References are included. (Author/DB)