This paper reports on the experiment and its results which was conducted to examine what conceptual changes are caused by using Error-based Simulation (EBS) in learning mechanics. The EBS simulates the motion of mechanical systems based on students' erroneous ideas to promote the awareness and correction of their errors. Ninety undergraduate students learned mechanics by solving problems and also worked on the pre-/post-tests. Two-thirds of them used EBSs and the rest didn't. One-third of them were interviewed about their problem-solving. The results were as follows. First, for novice students, the EBS significantly increased their performance in problem-solving and its effect was much greater than the one of interviews for facilitating students' reflection. Second, the effect of EBS was sufficient in simple problems, but insufficient in more complex problems especially for the correction of errors. Third, the effect of EBS on expert students was unclear in this experiment. Finally, though the effect of EBS on the transfer of learning wasn't clarified sufficiently, it was suggested that the EBS promoted the deeper understanding toward the transfer which was beyond merely providing the explanation of correct solutions. From these results, we concluded the EBS was useful to cause some conceptual change in learning mechanics.