MICROPROCESSOR CONTROLLED INTERACTIVE VIDEO SIMULATION Developments in Business Simulation & Experiential Exercises, Volume 8, 1981 89 MICROPROCESSOR CONTROLLED INTERACTIVE VIDEO SIMULATION Corey D. Schou, University of Central Florida ABSTRACT This paper outlines the ontogeny of a microcomputer controlled interactive video simulation system. The system allows for programmatic control of simulation. involving video scenarios. Further, the system allows the presentation of controlled video instructions to participants in the simulation. INTRODUCTION Computer and video tape equipment have become common components in most training and education situations. The computer has traditionally been applied to simulations which require flexibility, large calculations, data manipulation, and record keeping. Video tape on the other hand is used predominately to provide records of human based situational simulations and to deliver repeatable instructions. The techniques described here combine attributes of both systems to provide interactive computer driven video based simulations. Hardware The basic hardware for the system used at the University of Central Florida is both inexpensive and readily available. The video cassette recorder is connected via a digital controller to an Apple II computer/Bell and Howell Training System with 48K memory, disk drive, language card, and a serial communication card. App1ications There are six major applications for which this system has been implemented. The first implementation is in conjunction with a large scale simulation requiring more computer power than available in the microcomputer system. Most large scale simulations have a degree of complexity which requires most large scale simulation have a degree of complexity which requires careful instruction to the participants. The microprocessor is connected to the large simulation via a serial communication interface. When the participant needs help or stakes an error, the controller selects the appropriate material from the video tape. Through utilization of this system, the total time involved in the simulation has been reduced by 15%. The second implementation. a micro processor-based simulation is an outgrowth of the first application in that it provides fundamental instruction in the use of the simulation and help to the student; however, it adds the dimension of realism in that various video segments can be shown the student to aid his understanding of the process. For example, if a student is to produce widgets, a video segment can be shown to him about widget production. When properly produced, these video segments mask the long computer times brought about by a microprocessor. The third implementation allows for the creation of computer simulated video interviews. The subject is provided with lists of questions to ask the interviewee Based on the subject’s selection, various “live” responses are shown randomly from the video tape. These provide a degree of realism not otherwise available in simulation. The fourth and fifth application of the technique are similar in that they use pre-prepared video tapes under computer control. In the one-on-one version, the instructor cam select video segments in any order he chooses and present them to the student under computer control. Based on student responses, various sections can be reviewed or skipped as needed. The group version of the system allows computer-driven questions to be generated to a class. Based on their responses, various actions can be taken by the computer. The final application of the system is still being tested but allows for two-way video. The primary use here is to simulate interviews. The student is shown a video segment to which he must respond. His response is video taped by the computer system and a dialogue can be created. This dialogue can then be critiqued by an evaluator at a later time. The primary advantage of this technique is that it allows practice without a skilled video operator present. IMPLICATION This hybrid system allows the simulator to add new depth and breadth to his simulation. It allows for the “personal’ touch as well as closely controlled instruction to the participants. This usually results in reduced time for participants in the simulation. The major advantage which has been found thus far is that microprocessor simulation become more enjoyable to the participant and therefore, they seem to be more apt to participate actively. 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