UNDERSTANDING YOUR BUSINESS THROUGH HOME-MADE SIMULATOR DEVELOPMENT
Developments in Business Simulation and Experiential Learning, Volume 26, 1999
65
UNDERSTANDING YOUR BUSINESS THROUGH HOME-MADE
SIMULATOR DEVELOPMENT
TakaoTerano *1, Hisatoshi Suzuki *1, Yasushi Kuno *1, Hiroshi Fujimori *2, Hiroaki Shirai *3;
Chizuru Nishio *1, Noboru Ogura *1, Mitsuo Takahashi *2;
*1 GSSM, University of Tsukuba, Tokyo; *2 Reitaku University;
*3 Fujitsu Information Network Systems Ltd.
ABSTRACT
This paper discusses a novel approach to a
business simulator course. The course we are
developing consists of (i) Simple gaming
experiment among multiple students using
Alexander Islands, a tiny business simulator on
the WWW; (ii) Lectures to let students to
understand the core concepts of systems
management through the simulation; and (iii)
Home-made simulation model development by
the students themselves using a business model
description language (BMDL) and a business
model development system (BMDS). Our course
is unique in the sense that, through the business
simulation, we aim to develop students' skills (1)
to implement their own specific models of
business firms, (2) to develop information
systems for the firms, and (3) to understand
business processes among companies. This paper
describes the background and motivation, basic
principles, the architecture and implementation of
BMDL/BMDS, and experimental results.
INTRODUCTION
This paper reports a novel approach to a business
simulator course at Graduate School of Systems
Management (GSSM) of Tsukuba University.
The goals of the course are to develop students'
skills (1) to implement their own specific models
of business firms, (2) to develop information
systems for the firms, and (3) to understand
business processes among companies.
In order to achieve the goals, the most unique
point of the course is to let the students develop
their own business simulators using a simple
Business Model Description Language (BMDL)
and its Business Model Development System
(BMDS). The developed simulators are run and
evaluated by the other members including
lecturers on the WWW environment. Through the
experience, the students will understand the
concepts and skills of business management.
This paper describes the background and
motivation, basic principles, the architecture and
implementation of BMDL/BMDS, some results
of three year course experience, and future issues.
BACKGROUND AND MOTIVATION
Business simulator is a common vehicle to study
business and management principles under
controlled virtual situations. The conventional
approach to business simulation courses is, at
least in Japan, to educate naive students to
understand the concepts of management,
accounting, business processes, and/or the basic
techniques for business analysis. There are many
conventional gaming simulators in the literature
in order to attain the goals (for example, refer to
Elgood (1993), Richardson (1982), Morecroft
(1984), and Rye (1994)).
However, at GSSM, such approaches are not
enough. The students we have are all business
people from various industries. They have their
own jobs in daytime, different expertise, and
different backgrounds in their experience.
Therefore, although the academic levels of the
students are so diverged, they will not be satisfied
by playing-only simulators. They want to know
how to make good management decisions by
developing business models, decision support
tools, and business information systems Henshaw
(1984).
Developments in Business Simulation and Experiential Learning, Volume 26, 1999
66
To meet the requirements and based on our
previous experience Fujimori (1993a), Fujimori
(1993b), Shirai (1994), Shirai (1996),
Takahashi(1986), we set the following goals to
design the business simulator course:
1. The game we will use is so simple for business
people with various background, especially for
those who have few accounting knowledge,
that they can understand the basic process of
business simulations.
2. However, it is enough complex for those who
have real and practical business experience to
play the simulation to understand the advanced
concepts of decision making and business
processes.
3. Using the simulators, they will be highly motivated
to further study advanced courses at GSSM
including operations research, information systems,
decision theory, accounting, marketing, computer
programming, artificial intelligence, and/or
computer networks.
4. A dozen of students can execute the simulators
at the same time and different places, therefore,
it is desirable that the simulator will run on a
computer network or on the World Wide Web.
5. To let the students to easily develop their own
business models, a new BMDL and BMDS
should be designed and implemented. BMDL
should be so simple that the students with few
skills on computer programming can
understand it and write their own models.
6. To guide the students, a typical business model
and simulator should be developed. The
simulator should be both executable as the
introductory tool for the course and readable
for students to understand how the model is
built, and how the simulation is executed. The
simulator should be used as an example in the
introductory course.
Based on the above, as a result, the course we
are developing consists of (i) Simple gaming
experiment among multiple students using
Alexander Islands, a tiny business simulator on
the WWW; (ii) Lectures to let students to
understand the core concepts of systems
management through the simulation Knotts
(1998), Wolfe (1998); and (iii) Home-made
simulation model development by the students
themselves using BMDL and BMDS.
FRAMEWORK OF ALEXANDER ISLANDS:
A TINY BUSINESS SIMULATOR
Alexander Islands is an introductory gaming
simulator developed to meet items 1, 2, and 6 of
the requirements in the previous section(please
refer to Fujimori (1999)). The simulator models a
business process of (1) purchasing consumer
items (e.g., personal computers) from the
head-quarter, (2) selling them to two different
markets (Herbert Island and Simon Island)1 and
(3) among ten competitors or ten players, making
marketing decisions on ordering, advertising,
pricing, and accounting.
FIGURE 1: BUSINESS MODEL OF
ALEXANDER ISLANDS
The business model of Alexander Islands is
summarized in Figure 1. At every turn (monthly)
1 The name of the simulator is taken from the
name of Professor H. A. Simon.
Head-
quarters
Banks
Simon
ls.
Herbert
ls.
Players
Markets
Order
Items
Purchase
Items
Borrowing Repayment
Supplies
DemandsMarketing
Decisions:
-Order of Qty of Sales
Items
-Ads Preparation for
Radios and/or
Newspapers
-Price Determination
-Amount of Borrowing
/Repayment
Developments in Business Simulation and Experiential Learning, Volume 26, 1999
67
of the game, each user can order any amounts of a
sales item from the head quarter, prepare
advertises for radio and/or newspapers, determine
sales prices for the two markets, make accounting
decisions on borrowing and/or repaying money.
The demands of the two markets are given from
the environment.
The model implicitly includes a stock
management problem in operations research,
demand forecasting in decision making, and
advertise strategy in marketing. Although the
simulator does not include explicit decision
support functions (e.g., Gray (1986)), it is
desirable for the students to aware the existence
of such practical problems in the simple gaming
environment. Therefore, to properly make the
decisions during the game, the players should
have some decision aids on a PC, for example,
spread sheet programs. As the simulator is simple
enough, to make decisions, it takes within 10
minutes even for naive users, thus, the time to
complete one game round is about 70 minutes. It
is enough short for the students with their own
businesses.
Alexander Islands consists of basic mechanisms
of the business process and user interfaces for ten
players and one manager. The user interfaces run
on a web browser. The first version of the
simulator was implemented in the C language,
and re-implemented in BMDL in 1997. The
source codes of Alexander Islands currently
consists of about 450 steps of BMDL instructions
including detailed comments. The length is
enough short that the students can read the
contents and understand how it works.
FRAMEWORK OF BMDL/BMDS
This section describes the architecture of
Business Model Description Language and
Business Model Development System. BMDL/
BMDS was designed to meet the items 3, 4, and 5
of the requirements in Section 2. Figure 2 shows
the system configuration.
A model developer describe his or her business
model in BMDL. Sample codes of BMDL is
shown in Figure 3. The example in Figure 3 is a
simulator designed for three players and one
manager with ten game rounds. The game is
executed as follows: At beginning, each player
inputs the sales price; then the cheaper the price is,
the more he or she can sell the goods; all ordered
goods are sold at every round; new goods and a
decision is made in order to supply the goods to
keep the same level of the stock.
FIGURE 2: ARCHITECTURE OF BUSINESS
MODEL DEVELOPMENT SYSTEM
The interfaces for players to give a price and the
ones for a manager to browse the conditions of all
players are also included in the description. In the
original codes, the variables of the model are
described in Japanese characters, however, in
Figure 3, they are translated capital ASCII
characters. The mechanism enables the user to
easily develop home-made simulators.
A business simulator written in BMDL is first
translated into corresponding CGI scripts and C
programs by BMDL translator. The programs are
then run on a host computer with a WWW server
and the model variable data in the form of
spreadsheets. Finally, players execute the
simulation through browsers on the WWW
environment. Model variables are managed in a
model database with the configuration shown in
Figure 4.
browser
player
browser
player
browser
player
browser
Game
manager
CGI
scripts
+
C
programs
Model
variables
WWW server host
BMDL
translator
BMDL
description
WWW
server
Developments in Business Simulation and Experiential Learning, Volume 26, 1999
68
Simulation is executed with the architecture as shown
in Figure 5. A game manager have a task
#
# NOTE: Original codes includes KANJI characters to denote variables.
# Size of the Game
#
def game-name Price Only
def max-team 3
def max-round 10
password ctr t1 t2 t3
# Series constants definition
scon DEMANDS 497 1195 2447 4037 5406 6626 8177 9451 9945 10713
# Global constants definition
gcon ORDER_PRICE 90
gcon MINIMUM_PRICE 50
# Input Variables and Input Window definition
ipage price INPUT_PRICES
Input Price
Input Sales Price
ivar SALES_PRICE range 0 1000 120
# Model variables and their initial values of each team.
tvar NUMBER_OF_SALES
tvar PRICE_OF_PROCEED
tvar PRICE_OF_ORDER
tvar AMOUNT_OF_PROFIT
tvar AMOUNT_OF_DEPOSIT 150000
# Computation Model Description
pinv NUMBER_OF_SALES = DEMANDS by SALES_PRICE -
MINIMUM_PRICE;
tlet NUMBER_OF_SALES = rint(NUMBER_OF_SALES);
tlet PRICE_OF_PROCEED = NUMBER_OF_SALES * SALES_PRICE;
tlet PRICE_OF_ORDER = NUMBER_OF_SALES * ORDER_PRICE;
tlet AMOUNT_OF_PROFIT = PRICE_OF_PROCEED -
PRICE_OF_ORDER;
tlet AMOUNT_OF_DEPOSIT = AMOUNT_OF_DEPOSIT@1 +
AMOUNT_OF_PROFIT;
# Output description
ooption fmt %1.0lf
opage sales SALES STATUS public
SALES_STATUS_REPORT
$ ROUND-th: Demands: $ DEMANDS
begintable
out teams
out teams-vars SALES_PRICE::%5.3lf NUMBER_OF_SALES
PRICE_OF_PROCEED PRICE_OF_ORDER AMOUNT_OF_PROFIT
endtable
#
opage balance PROFIT STATUS teamspec
PROFIT_STATUS REPORT
$ ROUND-th, TEAM: $ TEAM, TOTAL_DEMANDS:
$ DEMANDS
begintable
out values 'ITEM 'INCOME 'OUTGO
out values 'LAST_TERM_DEPOSIT AMOUNT_OF_DEPOSIT@1 -
out values 'AMOUNT_OF_INCOME PRICE_OF_PROCEED -
out values 'AMOUNT_OF_OUTGO - PRICE_OF_ORDER
out values 'AMOUNT_OF_PROFIT - AMOUNT_OF_PROFIT
out values 'THIS_TERM_DEPOSIT - AMOUNT_OF_DEPOSIT
endtable
#
opage allvteam ALL_VARIABLES_THROUGH_TEAMS control
$-ROUND ROUND: ALL_VARIABLES_THROUGH_TEAMS
begintable
out teams
out teams-allvars
endtable
#
opage allvteam ALL_VARIABLES_THROUGH_TEAMS control
TEAM$-TEAM: ALL_VARIABLES_THROUGH_TEAMS
begintable
out rounds
out rounds-allvars
endtable
#
# end
#
FIGURE 3: SAMPLE CODES OF BUSINESS
MODEL DESCRIPTION LANGUAGE
of controlling the input information availability,
simulation calculations, simulation rounds, views
of public, team, and analysis data. The other
game players can input and modify the input
variables based on public and team-specific
information and their decisions. Figure 6 shows a
sample of the manager's interface. Figure 7 shows
a sample of players' input screen .
FIGURE 4: MEMORY MANAGEMENT OF
BUSINESS MODEL DEVELOPMENT
SYSTEM
FIGURE 5: FUNCTIONS OF MANAGER
browser
player
browser
player
browser
Game
manager
WWW server
Controller function
-view input
availability
-model calculations
-advance game
round#
-view public data
-view team data
-view analysis data
Player function
-input decision (ivars)
-view public data
-view team-specific
data
M[i]= F(M[0..i-1] ,I[0..i])
Model variables
Input
variables
Round 0
Round 1
Round i-1
Round i M[i]
I
M
Developments in Business Simulation and Experiential Learning, Volume 26, 1999
69
AND PLAYERS OF BMDS/BMDL
SIMULATION
FIGURE 6: SAMPLE WINDOW OF
SIMULATION ENTRY
EXPERIENCE AND DISCUSSION
Outline of the Course Experience
The course was started in 1996, when we had no
specific environments. In 1997, Alexander
Islands in the C language was used in the
introductory simulator (sub-)course, and BMDL
version was introduces for advanced course to
develop their own business models. The 1996
program was not welcome by the students
because the supplementary tasks ware too heavy
to understand the business management principles.
The 1997 program was so remarkably improved
that the students could understand the model of
Alexander Islands and could develop the
home-made simulators. Questionnaire data on the
course ware gathered. Amongst 23 respondents of
the questionnaire, (1) 22 students replied the
course using Alexander Islands was interesting,
(2) 17 students thought the level of the course
was moderate, and (3) 18 students ware
comfortable in the WWW environment.
FIGURE 7: SAMPLE OF SIMULATION
DISPLAY FOR A MANAGER
The summary of the models they developed is
shown in Table 1. They cover vary wide task
domains in practical business situations, although
our BMDL/BMDS toolkit mainly fit the style of
assembly type production and sales companies.
TABLE 1: HOME-MADE SIMULATORS
DEVELOPED IN THE 1997 PROGRAM
Developments in Business Simulation and Experiential Learning, Volume 26, 1999
70
(1) Model of production line improvement via
research & development decision making
(2) Model of equipment replacement for
Production line improvement
(3) Model of resource purchasing for
Production company
(4) Model of Research and development
investment for new products
(5) Model of model changes of products
(6) Placement of logistic bases
BS/PL/Cash flow Model
1998 Program Plan and Tiny-P Model
In the 1998 program, we provides students with
one much more simple business model: Tiny-P
which runs on our environment in order to let
students use it as a prototype or a sample source
codes for their own projects. The model is
originally designed to be used as a small case
study of our course which simulates a production
firm. Although it is simple, it can be extended
to meet student’ complex requirement.
The specifications of Tiny-P are summarized in
Table 2. The corresponding source codes in
BMDL contains about 100 lines of codes
including comments on the case.
TABLE 2: SPECIFICATIONS OF
TINY-P MODEL
(1) Kind of Products: Only one Product A
(2) Kind of Material Parts: Only one Part a
(3) Decision Variables:
Sales View: One: Price of Product A
Production View: Two:
Number of Product A
Number of Order a
(4) How to Order Parts:
Parts Price: Constant
Number of Parts:
Provided the number exactly required
Lead Time: One Term
(5) How to Make a Product:
The Product consists of 50 parts
Lead Time: One Term
Evaluation
In the 1998 program, we think we have attained
most design goals described in Section 2. From
the questionnaire data among 15 respondents, we
have got the following implications:
(1) all of them replied that the course with
Alexander Islands was interesting and that
recommended to the new comers;
(2) 11 students thought the level of the course
was moderate, and
(3) most of them requested more intensive
lectures and discussions among students.
The plan of developing home-made simulators in
1999 includes the candidates in Table 3.
TABLE 3: PROJECT CANDIDATES FOR
SIMULATOR DEVELOPMENT IN THE
1998 PROGRAM
(1) Marketing competition model
(2) Model of production industries
(3) Model of accounting systems
(4) Model of finance systems�(5) Model
of players of business simulations�(6)
Scenario making for business simulators
From these observations, we believe that our
novel course is of success for those students with
various background and expertise. The important
implication is that using business simulation
approach and the BMDL/BMDS toolkit, we can
approach to the business processes we would like
to model and analyze.
CONCLUSION AND FUTURE WORK
This paper have described our experience of
developing a novel course on business simulator.
Unlike conventional gaming simulation courses,
which aim at studying basic principles of
simulated business processes, accounting, or, data
analyses techniques, the objectives of our course
is to develop skills (1) to implement their own
Developments in Business Simulation and Experiential Learning, Volume 26, 1999
71
specific models of business firms, (2) to develop
information systems for the firms, and (3) to
understand business processes among companies.
To attain the objective, the most remarkable point
is that the course contains (1) Alexander Island:
tiny business simulate on the www, and (2)
Development of home-made models via BMDL
and BMDS. The approach is promising for
business simulator courses to develop more
advanced systems and concepts.
Future work includes (1) to improve the functions
of BMDL/BMDS by providing agent-based
technology Bradshaw(1997), Russel 1995),
Terano(1998) in (Distributed) Artificial
Intelligence, which will enable the user to execute
multi-player simulations although (human) users
are not multiple, And (2) to develop
corresponding textbooks to guide the courses.
ACKNOWLEDGEMENT
The research is supported in part by the
Grant-in-Aid for Scientific Research of the
Ministry of Education, Science, Sports, and
Culture of Japan, the contract number is
09558044.
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Table of Contents
Volume 26, 1999
ABSEL's Historical Research Interests
Back From the Future: An ABSEL Merlin Exercise for the Year 2005
The Contributions of ABSEL During the 1980's
ABSEL's Contributions to Experiential Exercises in the 90's
ABSEL's Contributions to Experiential learning/Experiential Exercises: The Decade of the 1970's
Business Simulations - Algorithms and Model Enhancements: A 25 year Review
A Study of the ETS General Field Test as an AACSB Assessment Tool and the Impact of Experiential Exercises and Simulation on Learning
A Framework for Assessing the Competencies Reflected in Simulation Performance
Developing A Learning Culture: Assessing Changes in Student Performance and Perception
Financial Simulation Using Distributed Computing Technology
Analyzing Managers' Judgements and Decisions with an Educational Business Simulation
Understanding Your Business through Home-Made Simulator Development
An Examination of a Reanalysis of the Impact of a Market Leader on Simulation Competitors' Strategies
Applying Shocks to TE Simulations: A Demonstration
Increasing Efficiency of Management Skill Assessment
A Testbank for Measuring Total Enterprise Simulation Learning
Developing Leadership Skills - Video Live!
LEADSIMM: Collaborative Leadership Development for the Knowledge Society
A Team Approach to Producing Multi-Media Laptop and Video Formatted Presentation
Tinkertoys Revisited: Exploring Trust Based Relationships
Overall Dominance in Total Enterprise Simulation Performance
Success or Bankruptcy: The Relationship between Personal and Goal Orientation and Simulation Performance
Assessing the Effects of Feedback: Muti-method and Muti-directions in Multi-pedagogical Courses
The Missing Ingredients in Experiential Learning
Purpose and Learning Benefits of Business Simulations: A Design and Development Perspective
Building Capabilities for Change through Laboratory Simulations
Modeling Innovation as a Process of Design in Educational Business Simulation
The Need to Measurer variance in Experiential Learning and a New Statistic to do so
Assessing Effectiveness of an Experiential Oriented Course Over Time
Developing Participant Satisfaction Models of Experiential Exercises in Business Education
Perceptions of Learning in TE Simulations
Students' View on the Use of Business Gaming in Hong Kong
Management Gaming's Lost Opportunity: Meditations about the Russian Experience and Prospects for the Future
Unanticipated Enhancements in the Business Strategy and Policy Game when Running in Windows 95
Using a Business Game to Demonstrate Broad Business Concepts
A New Model for Business Courses (Getting the Student Connected)
Seeing the Forest and the Trees: Integrating Knowledge Using Large Scale Simulations in Capstone Business Strategy Classes
Is It Here To Stay? A Roundtable Discussion of the Inter-Group Interaction
Interactive Tools Used in Applying Financial Concepts
Strengthening Essential Skills through a Finance Exercise: Calculation of Beta
A Model of Currency Exchange Rates
Understanding Currency Exchange Rates: A three-part Exercise
Student Experiences in the World Intercollegiate Business Game Competition
Student Experiences in the International-Collegiate Business Policy Game Competition
Using Boards of Directors in Simulation Environments: Comments From Board Members
Sharing Best Practices: Teaching Smarter, Not Harder
Star Power: A Simulation for Understanding Power and Empowerment
The Marketing Game: A Marketing Principles Simulation
Alexander Islands: GSSM Tiny Business Simulator on the WWW
Putting Strategy into Strategic Business Games
Industry Analysis, Porter's Five Forces Model and Strategic Group Maps in the Business Strategy Game Simulation
The Use of Concept Mapping to Improve Student Performance and Understanding of Strategic Management Concepts: A Comparison of Techniques
Transformational thinking in the Organizational Behavior Course: The Use of Metaphor as an Assessment Tool
Creation of a Virtual Learning Community for the Global Virtual Enterprise Project
Inter Institutional use of Educational Resources: Joint Use of Management Simulation Games
Business Insights: Theory and Practice with the Aid of a Business Simulation
Progress: An Experiential Exercise in Development Marketing
The ABC's of teaching the Theory of Constraints to Undergraduate Business Students
Demonstrating Principles of Organizational Purchasing Behavior through an Experiential Exercise
The Virtual Manager: A Different Simulation for Managing Complexity
When the Rules are changing and Chaos Breeds Innovation: Recapturing the Value of Constructive Thinking and Play in Simulation Training
The Pitfalls, and Potential, of Actual Events as Problem Drivers
Using Business Games to teach Environmental Awareness and Green Management: The International Experience with the ENSIM Game
A Review of my ABSEL-Related Work
Simulation of Government: A Workshop Using GEO
Creating Internet-Based Games Using Perl and JavaScript
Who's on First? Exploring the Concepts of Problem-Based Learning, Experiential Learning, and Lifelong Learning
Students Learn Customer Service and Selling while Conducting Research
So You Want to Run an NFL Football Team–An Honors Interdisciplinary Project
Supervised Internship: The Employer's Perspective
Using Computer Assisted Simulation to Teach International Business Strategy: A Case of the Multinational Management Game (MMG)
Multi-Cultural Experiential Learning: A Computer Simulation in China
An Appreciative Stance on Diversity as We Move into the 21st Century: A Timeline Exercise to Identify Key Experiences in Good Work Relationships between Black and White Peers
A Day in the Life of an Interactive, Real Time, and Internet Delivered Course: A Demonstration
Comparing Internet Search Engines: An Experiential Learning Exercise
Total Enterprise Simulations and the Internet: Assessing Student Perceptions and Preferences
Teaching Accounting Information Systems in a Practicum Format
Providing Experiential Learning in Accounting through a Field Study Payroll Project
A Spreadsheet Based Business Simulation Game
Computer-Behavioral Simulations Training for Project Managers
Simulation Scenarios - Rationale and Illustration