MICROCOMPUTERS--A NEW TECHNOLOGY FOR INNOVATIONS IN BUSINESS SIMULATION Developments in Business Simulation & Experiential Exercises, Volume 8, 1981 88 MICROCOMPUTERS--A NEW TECHNOLOGY FOR INNOVATIONS IN BUSINESS SIMULATION Kenneth R. Goosen, University of Arkansas at Little Rock ABSTRACT Microcomputers are small compared to large mainframe computers, nevertheless, they are powerful computers within their limitations. The computing power of microcomputers are more than sufficient to allow the full processing of computerized business games. The characteristics of portability, simplicity, and flexibility make many innovations possible in the future development of business games. INTRODUCTION In the last few years, several companies have manufactured and marketed microcomputers--such as the Radio Shack IRS 80, the Apple II, and the Commodore PET. These computers outwardly are small-scale versions of the large Computers, but internally are based on new central processing technology. As compared to large conventional computers, these computers are slow and limited in memory; consequently, except for very small businesses, they have limited commercial practicality. Nevertheless, despite their limited computing ability, for many personal uses and educational tasks they represent powerful computing machines. This discussion is based on the Radio Shack TRS 80 computer since this is the machine that I personally own and on which I have done all of my simulation research and game development. The TRS 80 minimum configuration consists of: * a Z-80 microprocessor housed in a 53-character ASCII keyboard * a 12” video monitor * a cassette recorder. Radio Shack has recently marketed an improved version of the Model I, which they call the Model III. It is my belief that the minimum configuration updated to 16 K of memory is more than adequate of most small educational business simulations. I have upgraded my TRS 80 to 16 K of memory. The major question to which this discussion addresses itself is: What can the minimum configuration computer such as the Radio Shack Level I microcomputer do for the development and enhancement of collegiate educational simulations and games? The answer is, a great deal. Specifically, the above question can be answered in terms of the following key words: Low Cost Flexibility & Convenience Personal Simplicity Low Cost The minimum configuration which I have successfully used for three years cost less than $1,000. I eventually plan to purchase a printer. A printer adequate for my needs cam be purchased for around $800. Personal For me personally, my Radio Shark TRS 80 has increased my efficiency in the development of new material by eliminating downtime, turnaround time, and inconvenience of long walks from the business administration building to the computer center. Furthermore, I am able to make internal classroom use of a computer that otherwise would be impossible at our campus. We do not have distributed processing at the current time; and given that we did, only a few selected classrooms would have on-line terminals, Flexibility & Convenience Microcomputers are compact and light weight, giving them tremendous flexibility regarding location of use. Simplicity A beautiful fact about microcomputers is that, like automobiles, they are extremely technical yet simple to operate. My use of microcomputers has led me to conclude that microcomputers have a great future in collegiate business education, particularly those aspects having to do with the development and use of simulations. To give a case example. I have written a relatively simple inventory simulation which I have used to date eight or ten times in class with my students. Each time the game has been played on my personally-owned TRS 80 microcomputer. The simulation requires that each team make two decisions, order size and number of orders. These two decisions are made each period for one month in advance. The objectives Is to minimize the cost of managing inventory: stockout Costs, purchasing costs, and carrying costs. Before distributing copies of the simulation to students, a one hour lecture is given on the theory of inventory management. In the class just prior to game play a brief explanation of the simulation Is given. On the scheduled date, when students are assembled as a class, five minutes is given to allow their first set of decisions to be finalized. Although the game is not complex, winning or doing well requires good analysis of data. At the end of approximately five minutes, the first set of decisions is obtained and entered directly by keyboard. Since the computer is actually in the classroom, all students witness the full processing of data. When the decisions for the last student team are entered, the computer automatically executes the program and gives the game results. The team with the lowest cost is always shown first, and other teams are ranked accordingly. Because the game has a random number generator which introduces an element of chance, teams which do not have good strategies rapidly fluctuate in standings. In a 50-minute period, from 10 to 12 periods of play can be made. The ability of the microcomputer to compute results, keep score, and display standings within a fey seconds makes the microcomputer art outstanding piece of techno- logy to make innovative advances in the art of business simulation usage. 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