Undergraduate education requires tools to ameliorate the learning of technical and practical skills. Using simple educational simulations as a teacher-designed strategy is an alternative evaluated in this research article. Starting from a workshop in an undergraduate psychology program where half of the students used the simulator and the other half participated in a role play, the effects in learning and in acceptance were tested. In the results, is clear that both the simulator and the role play, as active learning strategies, shows similar results in learning and in acceptance, but the simulator’s advantages are that it is reusable, let explore different perspectives in the same case, and it is easy to distribute and test.