This study examined children's application of ecological concepts under conditions that were similar to or different from the conditions under which they first applied the concepts while playing a microcomputer-based ecosystems game. Two task dimensions were studied: (1) the form in which the information was presented (iconic or symbolic); and (2) the interactional setting in which children worked with the conceptual material (alone or in small groups). Subjects were 30 students from a mixed fifth-sixth grade class in a New York City public school; they were randomly assigned to two treatment groups. Baseline information about the children's attitudes and knowledge was collected. Following a 6-week experimental phase, children's applications of concepts from the microworld game were examined during individual paper-and-pencil tests involving two-dimensional images, small group discussions using real objects, and individual paper-and-pencil worksheets in an out-of-school setting. Results showed transfer of certain microworld concepts in some settings and application of some teacher-taught material. These conceptual gains were most clearly seen when children worked in small group settings. (16 references) (MES)