Teaching communication policy to young college students can be a challenge. Students often consider law and policy as difficult, abstract, or even unrelated to their lives. Yet experienced teachers note that students--especially those who are first exposed to regulatory concepts--benefit when they actively participate, engage, and deliberate for the position they believe is of justice. The transactional model of communication in fact suggests that learning brings the best outcomes when it is treated as a process in which students share experiences and meanings in didactic conversation. Research also suggests that active participation occurs if students genuinely believe the issue touches their own interests and stakes. Similarly, for communication policy studies, the link to didactic engagement can be staged or simulated in an online environment in which individual students assume the role of each policy actor. In this article, the author describes a three-stage course wherein students will learn the genesis of regulatory gridlock by applying the ecology of policy game in the virtual environment of Second Life. The advantage of Second Life, the virtual reality game, is to enable an engaging platform for students to exercise, experiment, or use judgment in choosing policy in interaction with classmates. The students can come back to the real world classroom as the class runs regularly, reflect on the past virtual experiences, and engage with each other to formulate positions. Evidence shows that online gamers tend to exhibit even more emotional engagement in cyberspace communities than in the real world, as the consequences upon their avatars are perceived as real. Simply put, the students may find new digital environments more comfortable and "real" than law or policy texts. By staging multiple platforms of dialectic interaction, Second Life can bring students closer to abstract class concepts. (Contains 1 table, 1 figure and 1 note.)