FREACH TEACH: A COMPUTER-BASED SYSTEM FOR TEACHING ADVERTISING MEDIA PLANNING Developments in Business Simulation and Experiential Learning, Volume 25, 1998 FREACH TEACH: A COMPUTER-BASED SYSTEM FOR TEACHING ADVERTISING MEDIA PLANNING John D. Leckenby, The University of Texas Hugh M. Cannon, Wayne State University Hairong Li, Michigan State University ABSTRACT This paper describes a computer-based learning system, designed to teach media planning. The system consists of a case study, combined with a decision-support system through which students can practice applying the advanced analytical tools that might be discussed in the course. In addition to describing the system, the paper will discuss the system’s performance in a beta test at a major mid-western university. INTRODUCTION Ever since the early days of quantitative media analysis in the late 1950s, media planning theo- rists have sought to harness the power of com- puters in service of their craft. As early as the 1960s, media planners began to develop com- puter-based models for evaluating the quality of alternative media schedules (see Gensch 1973 for a review). These models have become increas- ingly popular over the years, first with the advent of on-line media research service bureaus such as IMS and TELMAR, and later, with the increasing power and versatility of desk-top computers. Most of the computer-based media models were developed as decision support systems, designed to help media planners make more efficient selec- tions of media. However, media models have also found their way into the area of training and de- velopment. For instance, Lancaster and Katz (1985) and Martin and Coons (1996) have devel- oped media planning simulations that enable stu- dents to evaluate the distributional characteristics of the plans they have developed as part of media planning exercises. Cannon, McGowan and Yoon (1995) suggest a method for incorporating "sin- gle-source" data into educational simulations. Cannon, Leckenby and Abernethy (1996) describe a design for incorporating a broad range of plan- ning effects into educational simulations. The purpose of this paper is to describe FReach, a computer-based learning system for teaching me- dia planning. The system includes a specific case, accompanied by a computer-based decision sup- port system for working through the various theo- retical issues facing planners in a practical media planning situation. THE OBJECTIVES AND STRUCTURE OF THE FREACH MODEL The underlying concepts of media planning are relatively simple. At the level of individual media vehicles, Gensch (1970, 1973) identifies six fac- tors, beyond the obvious criteria of cost per expo- sure: editorial climate, product fit, technical ca- pabilities, competitive advertising strategy, target population deceptiveness and product distribution system. Aaker (1975) reduces these to three: segmentation or targeting, media vehicle effec- tiveness, and media option effects. In practice, media option effects can be combined, by treating each vehicle/option combination as if it were a separate vehicle. Thus, Cannon, Leckenby and Abernethy (1996) reduce the factors to two: tar- geting and media vehicle effectiveness, where tar- geting is expressed in terms of the proportion of the target market being reached (the target market rating) and the media vehicle effectiveness is ex- pressed in terms of the proportion of the people being reached who are effectively exposed to the advertising message (advertising exposure rate). 230 Developments in Business Simulation and Experiential Learning, Volume 25, 1998 In practice, a media plan will generally contain several different vehicles, and multiple insertions within any given media vehicle. The effect of this combination is generally expressed in terms of a frequency distribution. Ultimately, the key to media planning rests in knowing how to construct and evaluate a frequency distribution. EXHIBIT 1: THE STRUCTURE OF THE FREACH TEACHING SYSTEM T s n t o t i d s t A C ing Magazine Media." Proceedings of the 1995 Conference of the Association for Business Simulations and Experiential Learning, March 1995, pp. 103-109. Hugh M. Cannon, John D. Leckenby, and Avery M. Abernethy (1996). “Modeling Media Effec- tiveness.” Proceedings of the 1996 Conference of the Association for Business Simulations and Experiential Learning, March 1996, pp. 1-7. Gensch, Dennis H. (1970). "Media Factors: A Review Article," Journal of Marketing Research 7:2 (May), 216-225. Tutorial Case Laboratory he FReach system is designed to do this. It eeks to teach students the basic of media plan- ing, from the establishment of media objectives, o the crafting of a media plan to achieve these bjectives, to the selection of media vehicles to fit he plan. Embedded in the process is the underly- ng notion of frequency distribution. Exhibit 1 epicts the structure of the actual FReach learning ystem. It consists of two major components: A utorial and case laboratory. REFERENCES aker, David A. (1975). "ADMOD: An Advertis- ing Decision Model," Journal of Marketing Re- search 13:1 (February), 37-45. annon, Hugh M. (1995). "Dealing with the Complexity Paradox in Business Simulation Games." Proceedings of the 1995 Conference of the Association for Business Simulations and Experiential Learning, March 1995, pp. 96- 102.Cannon, Hugh M., Laura McGowan and Sung-Joon Yoon (1995). "A 'Prototyping' Ap- proach for Incorporating Large Data Bases into Media Planning Simulations: An Example Us- 1. Definition of Reach and Frequency 2. Frequency distribution 3. Using reach and frequency in media planning 4. Estimation and Error 5. Intermedia issues 6. Effective reach and frequency Budgetary goals: Given Establish Reach/Frequency Goals Simulated Frequency Distribution Media Vehicle Selections Media Simulation Gensch, Dennis H. (1973). Advertising Planning: Mathematical Models in Advertising Media Planning. Amsterdam: Elsevier Scientific Pub- lishing Company. Lancaster, Kent M. and Helen E. Katz (1989). Strategic Media Planning. Lincolnwood, IL: NTC Books. For a complete manuscript or other information, contact: John D. Leckenby Centennial Professor and Chair Department of Advertising College of Communications The University of Texas Austin, TX 78712-1092 (512) 471-1101- off (512) 471-7018 - fax E-mail: John.Leckenby@mail.utexas.edu URL: http//uts.cc.utexas.edu~tecas 231 Table of Contents Volume 25, 1998 Marketing Goes to the Movies Bringing Experiential Learning to a Principles of Marketing Course Investment Analysis Application Using In-house Spreadsheet Models SugarCoated Statistics: An Exercise for the First Day of Class Improving Undergraduate Student Involvement in Management Science and Business Writing Courses Using the Seven Principles in Action Establishment and Funding for Interuniversity / Multidisciplinary Student experiences The Prospects of Creative Teaching: A Discussion with Patricia Sanders The Simulation and Classroom Assessment Techniques Developments of Management Skill Assessment Games as Instruments of Assessment: A Framework for Evaluation The Role of Artificial Intelligence in Business Curricula Threshold Solo Competitor: A Management Simulation (V1.0) a Windows-Based. Play Alone, Total Enterprise Simulation and Assessment Instrument Toward An Understanding of One's self-concept Total Enterprise Simulations and the Internet: Improving Student Perceptions and Simplifying Administrative Workloads The Expatriate an Assignment Orientation Game An Expatriate's Nightmare: An Experiential Exercise in Coping with Overseas Assignments Analyzing Experiential Exercise: Using the Scientific Method for Problem Solving The Second Component to Experiential Learning: A Look Back at How ABSEL has handled the Conceptual and Operational Definitions of Learning Predictive Models of Learning: Participant Satisfaction of Experiential Exercises in Business Education Accelerating Moral Development through Use of Experiential Ethical Dilemmas Ethical Dilemmas to use with Business Simulations to Teach Ethics The Class Approach in Behavioral Simulation in a Business Policy/Strategic Management course: A Progression toward Greater Realism An Exploration of the Emergence of Process Prototypes in a Management Course Utilizing a Total Enterprise Simulation How Organizations Are Improving Their Performance Utilizing Electronic Commerce: Examples From The Internet The Market Access Planning System (Maps): A Computer-Based Decision Support System For Facilitating Experiential Learning In International Business An Excel Workbook For Student Planning And Interface With A Simulation Game Design Of Multi-Media Based Pedagogy For Leadership Training Panel Discussion On Using The Internet For Courses Valuing And Enhancing Teaching: Sharing Tips Via The Web The Buddy Project: A Semester Long Project Aimed At Developing An Appreciation For Diversity Enhancing The Excitement And Learning Retention In The Classroom: The Power Of Magic The Supervised Management Internship: A Job Or Learning Experience Team Ware™ An Online Moderated Class Discussion Facility And Beyond A Neophyte Distance Educator's Experience Learning Management By Practicing Management: A Report Of Significant Student Service In 1997 Integration Of Academic And Service Learning: Students' Perceptions About Its Effects And Outcomes The Value Of Incorporating A Service Learning Component Into Course Content: A Presentation And Roundtable Discussion Business Games Teach: Thoughts on the Sources of Conflicting Conclusions on their Effectiveness Antecedents Of Learning In The Simulation: A Replication Using Student Journals To Enhance Learning From Simulations Technological Change And Intertemporal Movements In Consumer Preferences In The Design Of Computerized Business Simulations With Market Segmentation Integrating The Marketing Curriculum Using Collaborative Learning Teaching Time Management In A Sales Program: The Application Of A Computer Simulation Game Adapting Interactive Computer Simulations For Content Based Esl Instruction Multimedia And Student Expectations Synthesizing Data For Media Simulations Composing A Team Health Promoting Behaviors-A Decision Making Exercise Does it really Work? An Application of the Group Interaction Framework Administering the MIT Beer Game: Lessons Learned A Paperless Economy? Instructing Students on the Aspects of Successful Electronic Commerce Maximizing Learning Gains in Simulations: Lessons from the Training Literature Observing General Ability in a Total Enterprise Gaming Simulation FReach Teach: A Computer-Based System for Teaching Advertising Media Planning An Integrated Business Instruction System An Experiential Exercise you can Tinker With Experiential Exercises or Computer Simulations? Cash Flow Statements: Are They Important in Business Simulations? Holistic Cognitive Strategy in a Computer-Based Marketing Simulation Game: An Investigation of Attitudes Towards the Decision-Making Process Barnga: A Game on Cultural Clashes The Many Faces of Culture: Understanding Country and Corporate Culture Students' View of the Use of Business Gaming in Hong Kong Assessing General Management Interest What is the Future of Business Gaming? Starting a Small Music Trivia Business Exercise and Other Innovative Icebreakers An Integrated Approach to Behavioral Skill Development Career Focus: A Student and Business Learning Experience The Use of Concept Mapping in Teaching Strategic Management An Experiential Approach to Developing Mission Statements Business Games in Brazil-Learning or Satisfaction A Simulation within a Simulation: Job Layoff's and Emotional Reactions