SIMULATIONS AND MICROPROCESSORS Developments in Business Simulation & Experiential Exercises, Volume 8, 1981 86 SIMULATIONS AND MICROPROCESSORS Ronald L. Jensen, Emory University ABSTRACT Microprocessors do not necessarily lead to micro simulations, or do they? This paper takes a quick look at some of the advantages and limitations of using current microprocessors for educational simulations. CAPACITY Microprocessors are subject to nearly the range of capacities as were found on large systems five or six years ago, but most are similar to two popular systems which will be used as the basis for this paper. These are the Apple ][ and the TRS-80 micro systems.1 Fundamental to any computer’s capacity for simulation is the memory, and it is almost impossible to have too much. Memory is so inexpensive that it does not pay to go with less than the maximum (48k on an Apple or TRS-80). After allowing for a built in BASIC language program, the net maximum available user memory is about the same for most systems. Minimal systems may rely on cassette tape to Store programs, This is too slow for programs of any size, so the replacement is a disk system. A 60k byte mini-floppy disk could store 5 programs of 12k Size, or 2 of 30k size (quite large) or many very small programs. It also comes in models up to 370k bytes (characters) which store proportionately more data and programs. Larger (8") floppy disks gain up to 4 time the storage of the mini-floppy disks and ‘hard’ disks, similar to those used on very large systems, are available up to 80,000k capacity, at prices from 4 to 25 times that of the floppy disks. Hard copy options are available for well under a thousand dollars. A full system with maximum memory, two mini-floppy disks, and hard copy output could cost the user about $3,200 for one of the popular systems. PROGRAM EXECUTION The micro processor is smaller than main-frame computers and most mini-computers, but it is also slower. Real execution speeds can vary by an order of magnitude by both selection of the hardware and the choice of programming language. The language implementation seems to be more important than the processor design details. Many microprocessor programs are intended for interactions with the user, and these may be very effective. Speed may not be too important if the program is designed to minimize apparent user delays, but this is equally true for users on time shared systems. Many micro systems have smaller screen displays than most time shared systems, so this may restrict some uses, or at least require special design considerations. PROGRAM DEVELOPMENT Simulations may be developed on a microprocessor as opposed to moving existing programs from a larger system. Some operating systems provide very good development aids, and some are very poor. You need to have good text and program editing features, but some “popular’ systems provide almost none, and then you must find one from a third party, build your own, or put forth much more effort and time in the development process, The language chosen may also influence how easily a simulation may be developed. BASIC is the most common language, but the 1 Apple ][ is a trademark of Apple Computer Inc. TRS-80 is a trademark of Tandy Corporation. CP/M is a trademark of Digital Research Corp. implementations vary widely, CONDUIT publishes a comparison of many of the BASIC dialects [33, which vary from very rich to very sparse versions. A routine which is easy to implement on one system may be very difficult on another. Three of the most popular versions [2, 5, 6] are very similar, but are not fully compatible. The Microsoft BASIC [5] is available as both an interpreter and compiler. The compiled version of a program may occupy 30% less memory and execute 2-3 times faster than the interpreter version of the same program. Under the CP/M operating system [4], which is available on a wide variety of microprocessors, the user may have a choice of BASIC, FORTRAN, COBOL, PASCAL, PL/1 and other programming languages. These are respectable implementations, but you can not expect them to have all the features or performance of the same languages on a large system. TRANSPORTING PROGRAMS While use of a system such as CPIM insures certain operational standards, there Is no standard for the physical media for microprocessors. This makes it difficult and expensive to distribute physical copies of a simulation except for use on similar systems. A "data link’ connection may be made between two dissimilar microprocessors to transfer programs, but this requires special programs and hardware. You may provide source listings and let the recipients enter the program on their own system. This is tedious for a program of any length, and requires a compatible language implementation on each system. Many microprocessors have only BASIC available. As shown in the CONDUIT manual they are not really compatible beyond a very limited level. This means that the simulation must be re-developed for each different microprocessor. Until true standard media and languages are regularly available, this will limit transporting simulations. REFERENCES [1] Apple Computer Inc. • The DOS Manual, Cupertino, CA, 1980. [2] Apple Computer Inc., APPLESOFT BASIC PROGRAMMING REFERENCE MANUAL, Cupertino, CA, 1978. [3] CONDUIT, BASIC GUIDE, The University of Iowa, Iowa City, IA, 1979. [4] Digital Research Corp., CP/M Reference Manual, Pacific Grove, CA, 1980. [5] Microsoft Consumer Products, Microsoft BASIC Reference Manual, Bellevue, WA, 1980. [6] Tandy Corporation, TRSDOS & DISK BASIC Reference Manual, Fort Worth, TX, 1979. 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