Background: Persuasion Wars are exercises for teaching social influence that have not been directly assessed with the use of students' knowledge gain as an indicator. Objective: This study aimed to establish the extent to which these exercises led to students' knowledge increase in comparison to traditional teaching method. Method: In a between subject design, 142 undergraduate students participated in two exercises: Persuasion Wars or Article Analysis. Pre-test and post-test measurements of students' knowledge were collected to compute knowledge gain scores. At the end of the study, an exercise evaluation survey was distributed among students. Results: Both teaching methods increased students' knowledge about social influence. Regardless of the topic, students from Persuasion War group gained more knowledge when compared to students from Article Analysis group. Students assessed both teaching methods to a similar extent. Conclusion: Persuasion Wars may serve as a useful teaching method in familiarizing students with the basic concepts of social influence despite being rated similarly to a more traditional activity.