TERMINAL DATA ENTRY AND RETRIEVAL SYSTEMS Developments in Business Simulation & Experiential Exercises, Volume 8, 1981 85 TERMINAL DATA ENTRY AND RETRIEVAL SYSTEMS David J. Fritzsche, Illinois State University ABSTRACT The three units of a data entry and retrieval system are discussed. Such a system enables teams to enter their decisions on disk. The administrator runs the simulation via terminal. Then the teams can pick up their results at their convenience. Such a system makes cards obsolete. INTRODUCTION Most educational computer simulations used today are card based. Students or the administrator punch the team decisions on cards and then the simulation is run via batch mode. However, a growing number of administrators are letting student teams use terminals to enter their decisions directly into the computer. Direct data entry has several significant advantages. First, the students gain confidence in using the computer as a tool. Second, fewer errors tend to be made in data entry. Third, the administrator does not have to take the time to assemble the decisions and then go to the computer center in order to run the simulation. Likewise, the administrator does not need to pick up the results and distribute the output to the teams. In fact the administrator does not have to be involved in the decision entry or retrieval process at all. SYSTEM STRUCTURE The system is generally structured as three separate units. The first unit Consists of a procedure file which links the team decision file with a data entry program and activates the program. The second unit Contains a procedure file which links the required files with the simulation and runs the simulation. The third unit is a procedure file which outputs the student result file to a line printer. The data entry program of the first unit is built around a large array with each element in the array representing one decision variable. The operating structure of the program should approximate the following: First the existing data from the team file is read into memory. The team may then obtain a listing of the values In memory or they may begin updating their decision values. If they chose to list the values, the listing will be printed at the terminal under headings which indicate the nature of each value. After the values have been listed, the team may begin updating the decision values. When the update is complete, the team may again list the values in memory in order to verify that the correct data have been entered. If errors are found, they may be corrected and another listing obtained. After the team has finished the update, the program should check for errors that will abort the simulation program. If errors are found, the team should be notified via the appropriate message and asked to correct the decision. After all errors have been corrected the updated decision can be stored on disk. The second unit allows the administrator to activate a procedure file from a terminal which runs the simulation. The procedure file is responsible for linking all of the simulation files with the simulation program and storing the updated results on disk. By using the terminal to run the simulation, the administrator reduces the preparation and turnaround time involved in running the simulation to one or two minutes. A summary of the administrator’s output can be printed at the terminal with the complete output being stored on disk for future reference if needed. The third unit allows students to pick up their results anytime from immediately after the simulation is run until the time the next decision is run. This Is accomplished by a procedure file which the team activates in order to print their results on a line printer. Multiple copy requests can be handled in the procedure file. This procedure provides the team with more working time between decisions and eliminates the administrative task of separating combined results and passing the results back during class. SECURITY Security of the team data files is maintained by providing each team with their own individual password which is required to access their files. Computer system file protection passwords may be used or the data access and retrieval programs may have a password feature built in. The latter case generally provides the advantage that the space where the password is entered can be masked, while masking Is quite difficult when using computer system passwords. A significant advantage is obtained when an account is configured as a turnkey account if programs with password features are used. A turnkey account also prevents unauthorized use of an account by any authorized user. This is accomplished by dedicating the account to run only one procedure file. When the team logs on, the procedure file is automatically activated, If the run bombs, the account automatically logs off. This feature prevents teams from getting the password file and discovering all of the passwords. There is no way to get Out of the procedure file and stay logged into the account. Thus any chance of access is denied. It also becomes impossible to use the account for any purpose other than for which it is intended. CONCLUSION A data entry and retrieval system of this type- significantly reduces the time required of the administrator to utilize the game in the classroom. Large classes can be handled almost as easily as small classes. For a detailed description of one such system see page 291 of the 1979 ABSEL proceedings. Table of Contents Volume 8, 1981 The Promotion: Human Sexuality in Organization The Simulation of Chaos Leadership Development in a Simulated Urban/Suburban (U/S) Environment Tomed: A Computer Game Emphasizing Social Responsibility/or/why the Pop-Top Can? Integrated Brain Activity and the Manager's Job: Utilizing the Troika Model What does R2 Have to do with a Product Management Course? An Analysis of the Effects of Jungian Problem-Solving Style Dimensions on Marketing Decisions Bargaining Behavior in Personal Selling and Buying Exchanges Extending the Simulation Product Life Cycle A Generalized Algorithm for Designing and Developing Business Simulations Operationalizing a Test of a Model of the Use of Simulation Games and Experiential Exercises Pygmalion and Perception: An Experiential Exercise Behavioral Consequences of Reward Regarding Employee Absenteeism in an Industrial Setting: An Operant Conditioning Approach The Simlab Program: The Use of Experimental Simulation and Process Analysis for the Development of Management and Organizations Designs for Research on Simulation-Games, Cases, and Other Experiential Exercises The Role of Students in The Case Method Weaknesses in Research Design Critical Variables in Research on the Educational Value of Management Games Research Questions for Cases Research on the Learning Effectiveness of Business Simulation Games - A Review of the State of the Science The Effects of Valuation Techniques on Holding Cost During Inflationary Periods: A Simulation Exercise The Operations Simulation - A Study in Game Development Applying Guided Design to the Production/Operations Management Course: A Progress Report and Evaluation Terminal Data Entry and Retrieval Systems Simulations and Microprocessors Microcomputers and Related Technology for Simulation Gaming Microcomputers - A New Technology for Innovations in Business Simulations Microprocessor Controlled Interactive Video Simulation Business Game Design: From Theory to Practice The Success of a Computerized Simulation in Microeconomic Pedagogy The Test Preview Game: Applying the Game Show Format Providing a Real World View of the Personal Function: A Simulation Finding an Effective Means of Teaching Managerial Behavioral Skills: Two Different Experiential Teaching Methods Compared A Management Development Program Based on the Experiential Learning Model Participant Type Differences in Response to Experiential Methods: An Informal Look Preparing Student Groups to Participate in Experiential Group Projects: An Organizational Development Approach An Instrument for the Assessment of Learning Dimensions: A Progress Report of the Learning Dimension Scale (LDS) An Empirical Analysis Relating the Learning Style Inventory to Memory and Logical Ability Teaching Styles in Simulation Experiential Learning Versus Traditional Teaching Styles Student Perceptions of Effective Teaching Behaviors Problems in Evaluation of Experiential Learning in Management Education Students' Perceptions of Learning by Simulation A Relative Evaluation of Experiential and Simulation Learning in Terms of Perceptions of Effected Changes in Students Overview of Computer Based Business Games in Business Policy Classes Behavioral Decision Theory and Business Policy Giving Accounting Students Writing Experience as Job Preparation Getting to First Base with MBO: An exercise for Writing and Evaluating Objectives Dimensions of Conflict in Experiential Learning Consumer Alienation and Perceived Relevance of the Business Simulation Using the Self-Reference Criterion to Simulate Culture in Internationalized Business Course Experiential Learning in a Cross Cultural Setting- The Practice of Simulation Approach to Business Education in Japanese Universities Student' Perceptions of the Use of a Computerized Simulation in Teaching Management Information Systems Using the Case Study Approach to Develop a Microcomputer Bases, Fully Integrated, Data Base Driven, Management Information System The Case Study as a Tool for Organizational Change: Applying the Steel Ax to the Designers of Management Information Systems Toward a Theory of Teaching Business Policy A Case Study in the Use of Experiential Learning (A Management Game Simulation) to Enhance Student Understanding of Strategy Evaluation and Policy Formulation Suggestions for Integration of the Business Administration Core Publishing Opportunities and Requirements for Business Simulation and Experiential Learning Materials How do we Apply Experiential Learning Intercollegiate Case Competitions for M.B.A. Students: Initiation and Implementation Teaching Business Policy and Strategy Using the Incident Process The Learning Co-Op Approach to the Core Policy Course Meeting the Managerial Skill Shortage - Is Academia Up to It? An Empirical Analysis of Experiential Learning Reinforcement International Experiential Learning: Experience is the Best Teacher Encouraging Student Participation During International Academic Programs European Summer Study Program: Can you, Should you, What Does it Take? Travel Seminars in Europe: How can I Direct One? International Experiential Learning: Student Evaluation ABSEL: Empirical Findings on the State of the Association Sensitivity of Performance Scores in Business Simulations Improving the Learning of a Business Simulation Game by Increasing the Process Content Student Participation in Deciding Performance Criteria for Grading in an OB Course: An Exercise and a Case Study Markup for Profit: A Simulated Self-Administered Experience in Retail Pricing The Investment Decision Game: An Experiential Learning Approach to Stock Market Decisions Through Gaming CHIPS: A Marketing Channels management Game External Validation: An Experimental Approach to Determining the Worth of Simulation Games Teaching Performance Appraisal Skills: An Experiential Approach In Support of Experiential learning: Results of a Follow-Up Survey The Introductory Management Course: Taking Theory Application One Step Further Decision Efficiency and Effectiveness in a Business Simulation The Implications of Cognitive Processing Variables and the Complex Decision Simulating the Simulation for Enhanced Player Rationality Simulation/Experiential Learning Audit