THE INVOLVEMENT OF STUDENT BODIES IN THE TEACHING OF ADVANCED TECHNICAL CONCEPTS Developments in Business Simulation & Experiential Exercises, Volume 9, 1982 282 THE INVOLVEMENT OF STUDENT BODIES IN THE TEACHING OF ADVANCED TECHNICAL CONCEPTS Timothy J. O’Leary, Arizona State University Ramzi S. Hakim, Arizona State University ABSTRACT This paper introduces an experiential method which consists of using student bodies and classroom movement to facilitate the learning of advanced computer programming concepts. A study of the attitudes and performance of two groups, one using the method and the other receiving the traditional lecture, is described and implications are drawn. INTRODUCTION The teaching of advanced programming concepts to undergraduate students in particular can be a frustrating and fruitless experience; the logic of the procedures is lengthy and quite complex. While common experiential methods such as simulation games can be useful for teaching management concepts, their application for presenting technical concepts is difficult and, therefore, limited. In a national seminar on ‘Teaching New (Computer) Technologies”, David M. Kroenke, a nationally known author and educator in computer information systems, suggested the use of student bodies and movement to demonstrate the more complex computer programming concepts. The suggestion was immediately put to use in a number of senior classes at Arizona State University dealing with computer simulation programming. A GAP IN THE EXPERIENTIAL LEARNING LITERATURE During the 1970’s, experiential learning which is, according to Kelley [7], based upon the idea of experiencing the material to be learned, has received considerable attention in both academic conferences and journals. A large number of experiential methods has been introduced, discussed, and evaluated (see for example fi; 3; 5; 7; 8] ). In many of these presentations, the experiential approach is compared to the traditional lecture method with an emphasis on student attitudes and perceptions. Furthermore, simulation games, which often use computerized instructions and reports, appear to be very popular [3; 6; 9; 10]. The application of the experiential methods to the teaching of advanced technical skills such as computer programming is less widely spread and documented than their use in management education. Some successful attempts, however, exist and are reported in journals like Decision Sciences, the Proceedings of the American Institute for Decision Sciences, and other more technical publications [4; 11; 13]. Tsai and Pohl, for example, study the differences in student learning achievement in a computer course under two teaching/ learning environments: lecture and computer-aided instruction [13]. Rushinek and Rushinek, on the other hand, investigate the relationship between computer assisted instruction and students’ attitudes toward the instruction and the computer tn the teaching of computer data processing [11]. It is important to note that the review of the experiential learning literature does not reveal any attempt at presenting, discussing, and evaluating the “student bodies and movement” approach referred to earlier. Therefore, the need exists for researching the approach and particularly its application to the teaching of advanced computer concepts. DESCRIPTION OF THE APPROACH The Programming Logic In a senior level course in Simulation, the language GPSS (General Purpose System Simulator) is used extensively. In order for the students to fully understand the language, a rather technical and somewhat tedious concept of chains needs to be mastered. For a variety of reasons including the difficulty and the abstract nature of chains, a certain amount of student disinterest and resistance accompanies this topic. In an attempt to minimize this resistance and to maximize the educational atmosphere, a pageant has been developed in which students adopt roles as actors and physically simulate or ‘act” out the logic of the GPSS language. Before describing the pageant, it is necessary to briefly present some of the advanced concepts of GPSS chains. The intent is not to discuss GPSS in detail rather to present enough detail so that the reader can appreciate the application of the pageant to demonstrate advanced concepts in a high level and technical environment. The basic logic of GPSS is controlled by the processor by initially undertaking an input phase and then successively iterating between the clock update phase and the scanner phase. In the input phase, the processor initiates all the activity in a simulation model by scheduling the first arrivals into the system and placing them on the future events chain (FEC). Then the processor transfers control to the clock update phase. This phase starts and controls the simulation clock as well as moves transactions from the FEC to the current events chain (CEC) . The process then transfers control to the scan phase. In this phase, transactions are moved through the model. The processor switches control back and forth between these two phases until the simulation is concluded. The processor through these three phases and the movements of transactions from one chain (FEC) to the other chain (CEC) can monitor and control the operation of the model. While the basic logic can be presented briefly, the actual details and procedures involved is rather complex and typically difficult for students to understand. The text for the course, Simulation Using GPSS by Thomas J. Schriber [12], devotes several pages of detailed discussion and demonstrates the process by a lengthy example using a simple GPSS model. Although the author’s exposition and presentation is very well done and highly commendable, the abstract concepts typically are not fully mastered by students even after repeated readings and lectures. As an alternative to the traditional lecture in an attempt to Developments in Business Simulation & Experiential Exercises, Volume 9, 1982 283 reduce the difficult and abstract nature of the concepts, a pageant has been formulated. The Pageant The pageant begins with the instructor assuming the role of the PROCESSOR and requesting volunteers to fill the roles listed below: ACCOUNTANT CLOCK CLOCK UPDATER SCANNER TRANSACTION 1, 2, 3, and 4 If there are no volunteers (usually not the case) then the instructor assigns the roles. The actors are requested to bring their books and come to the front of the rooms Each is given a placard identifying their role and are instructed to hold the placard in such a way that all members in the class can read them. The actors are positioned as shown in Figure 1 and the letters FEC and CEC are written on the blackboard. FIGURE 1 INITIAL POSITIONS OF ACTORS BLACKBOARD TRANSACTIONS FEC CEC CLOCK 1 2 CLOCK UPDATER 3 4 ACCOUNTANT PROCESSOR The three actors on stage right, CLOCK, SCANNER, and CLOCK UPDATER, represent the simulation clock, the clock update phase and the processor’s scan phase respectively. These three actors never move. The PROCESSOR, ACCOUNTANT, and TRANSACTIONS (4 separate actors), however, are continually moving. It is this activity as directed by the processor’s clock update and scan phase that captures the logic and procedure of GPSS chains. The PROCESSOR begins by directing the ACCOUNTANT through a series of tasks. The ACCOUNTANT physically moves transactions from their initial position to the FEC according to the PROCESSORS commands. After completing the input phase, the PROCESSOR calls the CLOCK UPDATER. This actor directs the ACCOUNTANT to perform certain tasks such as writing the next clack time on the CLOCK’S placard and moving transactions from the FEC to the CEC. The CLOCK UPDATER completes his algorithm by calling the SCANNER. The SCANNER instructs the ACCOUNTANT to move TRANSACTIONS to and from the FEC and CEC as well as into and out of the model. The SCANNER completes his phase by recalling the CLOCK UPDATER. The simulation continues by iterations between the SCANNER and the CLOCK UPDATER until the model is shut down by the PROCESSOR. During all this activity the PROCESSOR is continually monitoring and requiring the ACCOUNTANT to keep meticulous records of all TRANSACTION movements on the placards held by each TRANSACTION In the actual pageant, the PROCESSOR initially assists each actor in his role. Gradually the PROCESSOR plays less and less of a role and the ACCOUNTANT gradually assumes this role with the assistance of the other actors. After several unassisted iterations, the instructor “freezes” the activity and refers the students to their textbooks and discusses how this pageant is an exact analogy of the logic presented by the author. Furthermore, the ACCOUNTANT’S meticulous records can be seen to duplicate the author’s example. THE TEST Three sections of a senior level systems simulation class were used as subjects. Each of the two day classes (7:40 a.m. and 12:15 p.m.) was divided into approximately equal size groups. In the last class prior to the pageant, half of the class was instructed to come to class exactly 30 minutes after the regular starting time. The other half was to come at the regular starting time. On the pageant day, half of the students in each section received a traditional lecture on chains and the other half went through the pageant. The experimental design is shown in Figure 2. FIGURE 2 EXPERIMENTAL DESIGN Test Groups Class Time Control Pageant 7:40 a.m. 20 students 23 students 12:15 p.m. 18 students 22 students 6:40 p.m. --------- 40 students The pageant procedure had been developed and modified in a preceding semester. The day before the pageant, however, a final pretest was conducted on 40 evening students. After the pretest, the students were encouraged to express their opinions concerning the pageant and this teaching approach. Based on their comments, some minor procedural adjustments were made. Ten days after the pageant, a questionnaire was given to all students. Twenty days after the pageant, all students took a 90 minutes exam. Five questions worth 25 percent of the exam score dealt exclusively with GPSS chains. RESULTS The questionnaire used was given to both the control group made up of students receiving the lecture and to the test group composed of those who attended the pageant. The questions addressed their attitude towards the class, the instructor’s method of teaching and the effectiveness of the technique. In general, the students’ attitudes toward the course and the instructor were positive. A comparison between the lecture and the pageant groups did not show a significant difference in their perceived Interest in the course. On the other hand, the pageant group expressed a more positive attitude toward the instructor’s approach than the lecture group. It should be noted that the pageant was better received by the day class than by the early morning class. However, the attitude of those who participated in the pageant was not significantly different from the attitude of those who were simple observers. The efforts of the instructor in preparing and conducting the pageant were rewarded by the alertness of the students in class, their appreciation of the instructors efforts and especially by their performance in a test on the subject. Developments in Business Simulation & Experiential Exercises, Volume 9, 1982 284 While further testing and validation is needed, these results tend to suggest a general favorable attitude towards the use of the pageant method and a slight improvement in the performance of the students on the subject. REFERENCES [1] Brenenstuhl, Dan. C. and S. C. Certo, Editors, Exploring Experiential Learnings: Simulations and Experiential Exercises, Arizona State University, Tempe, Arizona, 1978. [2] Burns, Alvin C., “A Computer Simulation Approach to the Teaching of Mail Survey Strategy Alternatives and Choices,” Decision Sciences, Volume 9, No. 1, January l978. [3] Certo, S. C and D. C. Brenenstuhl, Editors, Insight into Experiential Pedagogy, Arizona State University, Tempe, Arizona, 1979. [4] Courtney, James F., et. al., “Using Management Games as an Aid in Teaching MIS Design,” Decision Sciences, Volume 9. No. 3, July 1978. [5] Crino, Michael D. et. al., “A Modular Approach to Experiential Learning: Classroom and Consulting Applications,” Proceedings of the Association for Business Simulation and Experiential Learning, Seventh Annual Conference, April 1980. [6] Fritsche, David J., “The Role of Simulation Games: Supplement of Central Delivery Vehicle?” Journal of Experiential Learning and Simulation, Volume 2, No. 4, December 1980. [7] Kelley, Lane and Geoffey Easton, “Evaluation of Experiential Learning in Management Education,” Journal of Experiential Learning and Simulation, Volume 2, No. 4, December 1980. [8] Kelley, Lane, “Innovative Teaching Methods in Management: the Design and Assessment of a Didactic-Experiential Approach,” Proceedings of the American Institute for Decision Sciences, Tenth Annual Conference, October, 1978. [9] Klein, Ronald D., “Can Business Games Effectively Teach Business Concepts?,” Proceedings of the Association for Business Simulation and Experiential Seventh Annual Conference April 1980. [10] Parasuraman, A., “Evaluation of Simulation Games A Critical Look at Past Efforts and Future Trends,’ Proceedings of the Association for Business Simulation and Experiential Learning, Seventh Annual Conference, April 1980. [11] Rushinek, Avi and Sara F. Rushinek, “The Use of Computer Assisted Instruction in the Teaching of Business Data Processing and its Effect on Student’s Attitudes,” Proceedings of the American Institute for Decision Sciences, Ninth Annual Meeting, Western Regional Conference, March 1980. [12] Schriber, Thomas J., Simulation Using GPSS, John Wiley and Sons, l974. [13] Tsai, San-Yun W. and Norval F. Pohl, “A Comparative Study of the Effects of Lecture and Computer-Aided Instruction on Student Achievement in Computer Programming Classes,” Decision Sciences, Volume 9, No. 2, April 1978. Table of Contents Volume 9, 1982 The Value of Conjoint Analysis in Enhancing Experiential Learning The Effect of Participation in a Collective Bargaining Simulation on the Expectations and Attitudes of Union and Management Representatives Conflict Resolution in Experiential Learning The Use of Simulation to Test Theories of Bargaining in a Business Context The Nominal Group Technique: A Vehicle for Improving Case Method Courses A Framework for Developing a Business Policy Case Produce Your Own Video Cases for Classroom Use: A Demonstration An Experiential Effect from Charismatic Encounters Nine Topic Oriented Mini Simulations: Descriptions, Purposes, and Observations A Hospital Simulator (HOSPSIM) A Report of the Model and Results Expected from Field Testing An Evaluation of SLIM (A System Laboratory for Information Management) An Experiential Exercise Introducing Students to the Role Ambiguity Faced by Salespersons The Advertising Research Project as an Innovative Experiential Learning Technique The Small Group Research Project: An Experiential Learning Approach for Undergraduate Marketing Research Students The Relationship of Cognitive Style Maps to the Preference for Experiential Learning of Undergraduate Students The Learning Style Inventory Debate Revisited: An Empirical Assessment fo the Construct Validity Issue Related to Experiential Learning Theory Conducting a Classroom to Facilitate Career Goal Attainment Corporation Executives' Ratings of Policy Learning Techniques The Generation and Application of Evaluation Criteria for Management Policy and Strategy Simulation Games Experiential Opportunities with Microcomputers Leading Students to Learning: The Teacher's Obligation An Experiment in Teaching Principles Courses: The Mini Debate Formula Developing Creative Thinking Through Experiential Learning Heuristic and Systematic Evaluation of Policy: Exercise in Decision Making A Case Study Approach for the Litigation Decision: Employing Decision Analysis to Determine When a Business Should Settle or Go to Court Learning Negotiation Skills Through Simulation Union vs. Management: A Simulation of Collective Bargaining in Action Inside the Black Box: An Analysis of Underlying Demand Functions in Contemporary Business Simulations A Review of Channel Exercises and the Description of a New Alternative SIMCON I: A computer Based Simulation Model for Evaluating Physical Distribution Strategies Involving Order Consolidation Toward Competency-Based Management Education: The Interpersonal/Communications cluster The Value of Pre-Teaching in Role Playing Some Effects of Positive Personal Reinforcement upon Socializing Students in an Experiential Learning Course Who Gains and Who Does Not from Experiential learning Toward the Ultimate Experiential Exercise, the Student View Simulating Professional Writing Experiences in the Classroom The Johari Window as a Measure of Personal Development Windows Into Management: A Participative Aid to Learning Get Your Faculty Involved A Pedagogical Approach to Business Gaming for the Commuter Student Super Service for Computer Game Administrators Expand the Role of Simulation with Creative Scenarios The Delivery, Administration, and Evaluation of an Executive Development Program Using a Total Enterprise Business Game An Application of Experiential Learning in International Trade and Foreign Direct Investment International Management: Building Bridges Analysis of a Business Simulation Exercise: Organizational Survival and Success The FALRIS Organizational Scavenger Hunt Trainee V. Trainee Subordinates' Evaluation of Experiential Learning Longitudinal Analysis of an Innovative Teaching Intervention Student Perceptions of Effective Teacher Behaviors Revisited Realism and Learning: The Evolution of a Management Game A Merger and Acquisition Simulation A Stock Market Investor Simulation Experiential Learning in Consumer Behavior: Perceptual and Attitude Change Exercises The Recycling Industry Problems of Women in Management: A Role Playing Exercise for a Course in Contemporary Organizational Problems Experimental Three Weekend Course: Empirical Results A Process for the Analysis and Development of Course Content and Instructional Methodology for Large Class Sections Problems Associated with the Assessment of Experiential learning Using the Multiple Choice Test Combining Lecture and Simulation Teaching Methodologies Qualitative Determinants of Team Performance in a Simulation Game The Effects of Different Team Sizes on Business Game Performance Comparison of Problem-Solving Technologies: A Free Simulation Approach Consistency in Business Games A computer Simulation of Personnel Selection Decisions Giving Praise Exercise Job Enrichment A Look at the Spoken and Written Word in Organizations A Pattern of Group Communication A New Generation in Business Simulation Adapting Mainframe Business Simulations to Min Computers File Access is the Essential Prerequisite to Time-Flexible and Interactive Computer Simulation A Microcomputer Simulation for Teaching Retail Location Strategy Blocks & Chips: A computer-Assisted, Geno-Typical Entrepreneurial Game Development of a Self-Paced Course in Business Statistics The Involvement of Student Bodies in the Teaching of Advanced Technical Concepts Systems Learning Sequence: An Experiential Course Module for Management Information Systems An Experiential Approach to Developing Managerial Competencies Communication Research, Inc. An Experiential Learning Activity Developed as a Practicum for a Course in Organizational Communication