Avida-ED was developed based on a tested artificial life research platform by R. Pennock, R. Lenski, and C. Ofria at Michigan State University. In the digital environment of Avida-ED, students observe the evolution of self-replicating, autonomous digital organisms, and perform experiments to test evolutionary hypotheses in ways that no other tool allows. We predict the use of experimental evolution in undergraduate biology courses will help students demonstrate the basic principles of the scientific method. The Avida-ED digital environment will also enable students to challenge four concepts of evolution that are common misconceptions: individuals evolve; change in populations is due to ‘need’; all individuals within a population are equally fit; and traits acquired during a lifetime are inherited. We tested whether Avida-ED would increase learning gains in a learner-centered classroom and compared the effect of Avida-ED in a non-majors course to the effect in majors’ courses. Three undergraduate courses are included in the study. One learner-centered, non-majors course was implemented in 2005 (without Avida-ED) and in 2006 (with Avida-ED). Two learner-centered, majors courses were taught in the fall of 2006 using Avida-ED, plant biology and organismal biology. The non-majors course in 2006 was compared to the majors courses to determine the difference in learning gains between majors and non-majors courses. Multiple forms of assessments administered to students as pre-and post-tests included the Concept Inventory on Natural Selection, extend responses to evolution problems, and experiments by groups using Avida-ED. The expected outcome is to identify the impact of the technology on student learning gains and misconceptions about evolution.