Numerous studies have examined the use of active learning methods in undergraduate courses, suggesting that these methods increase learning and retention as well as student engagement. In order to investigate the benefits of particular active learning assignments involving presentations of 3-dimensional simulations in an introductory biology course for science majors, quantitative analyses of the effects of these assignments on learning and retention as assessed by unit and final exam scores were performed. Same student populations and varying student populations across multiple semesters were compared using t-test analyses, single factor ANOVA analyses, and Pearson correlation coefficients. These statistical analyses determined the simulation assignments as compared to other active learning assignments resulted in no consistent significant increase in learning or retention of material covered by these assignments for same student populations and varying student populations across multiple semesters. Based on these results, the simulation assignments were replaced with other active learning assignments and additional assessment found no significant difference in the learning and retention of course material. The approach described in this study can be used for other assignments in introductory majors' biology courses, as well as other courses to assess the effectiveness of course assignments for student learning and retention.