Research investigated the effect of participation by college students in the "School Game" upon changes in their attitudes toward educational games. The simulation game used was based on Kelman's theory of social influence and attitude change in which three processes--compliance, identification, and internalization--produce attitude change. Content was drawn from Roger's "Freedom to Learn" and from Postman and Weingartner's "Teaching as a Subversive Activity". College students' attitudes after playing the "School Game" became significantly more positive toward statements which held that: 1) Games promote positive affect; 2) The class meeting was an exciting instructional session; and 3) Teachers should use learning games. Their attitude toward a fourth statement that games promote learning was neutral. Control group attitudes did not change significantly. It was concluded that Kelman's theory was applicable to gaming/simulation situations. In addition, in the light of the results on the fourth variable it seemed that it would be helpful to reemphasize that learning includes attitude changes, so that students will internalize their changed attitudes as learning brought about by participation in the game. (PB)