`
`
`
`
`
`
`
`Management Gaming on a Computer Mediated Conferencing System:
`
`
`
`
`
`
`
`
`A Case of Collaborative Learning through Computer Conferencing
`
`
`
`
`
`Enrico Y. P. Hsu
`
`
`
`
`Ramapo College of New Jersey
`
`
`
`
`
`Abstract
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`Effective
`collaborative
`for
`is
`essential
`learning
`
`
`
`management
`education.
`are
`skills
`Interpersonal
`
`
`
`
`
`A computer mediated
`important.
`particularly
`
`
`
`
`
`augmented with Virtual
`system,
`communication
`
`
`
`
`
`
`
`
`
`Classroom (R) software, was used in conjunction with a
`
`
`
`
`
`
`micro-computer based management game. Results of
`
`
`
`
`
`
`
`
`the experiment,
`in terms of game performance, and
`
`
`
`
`
`
`student group learning experience, were encouraging.
`
`
`
`
`
`
`
`Further experimentation is needed to firmly establish the
`
`
`
`
`
`
`significance of this experiential learning method.
`
`
`
`
`
`
`
`Starr Roxanne Hiltz,
`
`
`
`
`New Jersey Institute of Technology
`
`
`
`
`
`
`
`
`
`
`room. "Read" is a way of handing out lengthy reading
`
`
`
`
`
`
`
`assignments. "Response" is a way of asking students for
`
`
`
`
`
`
`
`
`
`their answers or opinions. "Selection" serves to give the
`
`
`
`
`
`
`
`
`
`
`students to pick a topic or role among those available to
`
`
`
`
`
`
`
`
`"Decision support" is used to facilitate the
`them.
`
`
`
`
`
`
`
`
`students to contribute their input for group decision.
`
`
`
`
`
`
`
`
`
`Virtual Classroom (R) also includes a set of instructional
`
`
`
`
`
`
`management tools, such as giving a quiz, maintaining a
`
`
`
`
`
`
`
`
`
`
`
`grade book, etc. The software has been used by a small
`
`
`
`
`
`
`
`
`
`number of pilot courses and shows positive results (Hiltz,
`
`1989).
`
`
`
`
`
`
`
`
`
`
`
`Recently, the US educational system has been widely
`
`
`
`
`
`seen as deficient at teaching job-related skills. Part of
`
`
`
`
`
`
`
`
`the deficiency lies in obsolete or irrelevant course
`
`
`
`
`
`
`
`
`
`
`material, but another part lies in the very structure of
`
`
`
`
`
`
`
`
`
`the US educational system itself. For example, the US
`
`
`
`
`
`
`educational system rewards individual achievement at
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`the expense of a nearly complete neglect of collective
`achievement. The assignment of individual grades and
`
`
`
`
`
`
`
`the "curving" of grades discourages students from sharing
`
`
`
`
`
`
`
`hard-won insights on difficult
`topics with classmates,
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`especially ones who are not already close friends. This
`
`
`
`
`
`
`
`
`paper addresses the deficiency in teaching collaborative
`skills in the education of managers.
`In management,
`
`
`
`
`
`
`
`
`
`
`
`
`
`interpersonal skills, informational skills and decisional
`Indeed,
`are
`all of collaborative nature.
`skills
`
`
`
`
`
`
`collaboration under proper
`leadership to achieve
`
`
`
`
`
`
`
`
`common goals is the very essence of good management.
`
`
`
`
`
`
`
`Collaborative learning has been known under many
`
`
`
`
`
`
`
`other labels in the educational
`literature,
`including
`
`
`
`
`
`
`
`"cooperative learning, group learning, collective learning,
`
`
`
`
`
`
`
`study circles, team learning..." [Benton and Garth, 1983,
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`It includes a process of group conversation and
`p. 2].
`
`activity which is guided by a faculty member who.
`
`
`
`
`
`
`
`structures tasks and activities and offers expertise.
`Its
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`that
`basic premise is
`learning involves the "active
`construction" of knowledge by putting new ideas into
`
`
`
`
`
`
`
`
`
`words and receiving the reactions of others to these
`
`
`
`
`formulations. Additional structured communication
`
`
`
`
`
`
`
`
`
`
`
`
`provided by Computer Mediated Communication
`systems facilites Collaborative Learning at college level.
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`Management games have long been studied for teaching
`
`
`
`
`
`
`
`effectiveness [Greenlaw and Wyman, 1973; Wolfe,
`1985]. The results were inconclusive. However, by
`
`
`
`
`
`
`
`
`re-analyzing the same data compiled by Greenlaw and
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`1. Introduction
`
`
`
`
`
`
`
`
`
`This is a report on an on-going experiment [Hsu and
`
`
`
`
`
`Geithman, 1988], in teaching collaborative managerial
`
`
`
`
`
`a Virtual
`through
`simulation—gaming
`in
`skills
`
`
`
`
`
`
`
`
`
`
`Previous papers [Hiltz, 1986, 1988a]
`Classroom(R).
`described the Virtual Classroom(R) as a teaching and
`
`
`
`
`
`
`
`
`
`
`learning environment
`located within a computer
`mediated communication system. Accessible around the
`
`
`
`
`
`
`
`
`
`
`
`
`
`clock and around the world, it was designed to support
`
`
`
`
`
`
`
`
`for
`"collaborative
`learning"
`distance
`education,
`
`
`
`
`
`
`particularly at the college level. There are "spaces" and
`
`
`
`
`software support for lectures, class discussions, doing
`
`
`
`
`
`
`assignments (individuallyor collaboratively), private
`communication with the instructor or other students,
`
`
`
`
`
`
`
`
`taking tests, chatting informally in the student center or
`
`
`
`"cafe", and more.
`
`
`
`
`
`
`
`
`is a set of software
`Briefly, Virtual Classroom (R)
`
`
`
`
`
`
`
`
`
`
`
`
`
`designed for implementation on various a family of
`
`
`
`
`
`
`proprietary Computer Mediated Conferencing systems
`called Electronic Information Exchange Systems (EIES),
`
`
`
`
`
`
`
`
`
`developed and implemented at New Jersey Institute of
`
`
`
`
`
`
`
`Technology. The EIES systems consist of these basic
`
`
`
`
`
`
`
`
`
`
`
`
`facilities: mail, conference, notebook, directory, and
`notifications. Virtual Classroom (R) software expands
`
`
`
`
`
`
`
`
`
`
`
`
`
`the capability of conference module through "read",
`“response", “selection" and “decision support" activities,
`
`
`
`
`
`
`
`
`designed to mimic the activities in a conventional class
`
`
`
`
`
`
`0073-1129/91/0000/0367$01.00 © 1991 IEEE
`
`
`
`
`
`367
`
`Petitioner Valve - Ex. 1020, Page 367
`
`Petitioner Riot Games, Inc. - EX. 1020, p. 367
`
`Petitioner Riot Games, Inc. - Ex. 1020, p. 367
`
`Petitioner Valve - Ex. 1020, Page 367
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`Wyman and by Wolfe, with an eye towards the teaching
`
`
`
`
`
`
`
`
`of collaborative skills, Hsu [1989] demonstrated the
`
`
`
`
`
`
`
`
`
`clearly positive effects of group interaction on student
`
`
`
`
`
`
`
`performance in the playing of management games
`
`
`
`
`
`
`
`[1989]. The emphasis was on the group interaction
`
`
`
`
`
`
`
`
`benefits of game playing. Here we further buttress the
`
`
`
`
`
`
`
`
`conclusions of Hsu, by comparing the game performance
`
`
`
`
`
`
`
`groups
`student
`using a
`computer mediated
`of
`
`
`
`
`
`
`
`
`conferencing system to that of student groups without
`
`
`
`
`
`
`
`such a conferencing system. We show that computer
`
`
`
`
`
`
`
`conferencing increases the group interaction benefits of
`
`
`
`game playing. The student groups play better when
`supported by the Virtual Classroom(R) software. We
`also show that group cohesion and stability are
`
`
`
`
`
`
`
`enhanced, as well.
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`The Virtual Classroom project includes the development
`
`
`
`
`
`
`
`of software structures and pedagogical
`techniques to
`
`
`
`
`
`
`enhance the effectiveness of computer conferencing for
`
`
`
`
`
`
`
`
`
`the delivery of college level education, and the
`evaluation of the effectiveness of these innovations. The
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`research methodology is based on uasi-experimental
`
`
`
`
`
`
`
`
`designs which use matched sections 0 the same courses,
`
`
`
`
`
`
`
`delivered in various modes
`[Hiltz, 1988a, 1988b].
`
`
`
`
`
`
`
`
`Students who have used the Virtual Classroom(R), rate
`
`
`
`
`
`
`
`
`
`it, on the average, as delivering a more convenient and
`
`
`
`
`
`
`
`
`better quality education than the traditional classroom.
`
`
`
`
`
`
`
`Mastery of material as measured by grades was as good
`
`
`or better than that obtained by students in traditional
`classes. These outcomes established the viability of the
`Virtual Classroom(R)
`as mode
`delivery
`of
`of
`
`
`
`
`
`
`college-level courses.
`
`
`
`
`
`
`2. Review of the Gaming Environment
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`To encourage collaboration and group identification
`
`
`
`
`
`
`
`
`
`among students, it is necessary that they associate with
`
`
`
`
`
`
`
`
`each other as much as possible, and that they strive
`
`
`
`
`
`
`
`
`
`
`towards a common goal. In addition it is desirable that
`
`
`
`
`
`
`
`
`the instructor be able to monitor the exchanges among
`
`
`
`
`
`
`
`
`students. Physical meetings of groups of students outside
`
`
`
`
`
`
`
`
`of class are difficult to arrange, given the diversity of
`in terms of course loads, schedules and
`students
`
`
`
`
`
`
`
`
`interests.
`This is even more problematic in urban
`schools, where many students work part-time and there
`
`
`
`
`
`
`
`
`
`is not a strong spirit of school identification.
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`The Virtual Classroom(R)
`is ideally suited for such a
`
`
`
`
`
`
`
`situation. Students are grouped into teams to play a
`
`
`
`
`
`
`
`
`management game. Meetings among team members,
`
`
`
`
`
`
`
`however, need not be physical, nor must the members
`
`
`
`
`
`
`
`
`schedule special
`times for meetings.
`Students may
`
`
`
`access the computer conferencing system whenever it is
`convenient
`them, and conduct business
`most
`for
`discussions. Additionally, the instructor can read all of
`
`
`
`
`
`
`the cements made.
`
`
`
`
`
`
`
`
`1.
`
`
`
`Turoff, et al.[1989], distinguish seven default conference
`
`
`
`
`
`structures:
`
`
`
`
`
`
`
`
`
`
`
`
`Discussion Conference: Structured to optimize
`
`
`
`
`
`
`
`
`
`general purpose discussion by active groups of up
`to fifty or more individuals.
`Seminar Conference: Designed to facilitate
`learning oriented seminars and the "Virtual
`
`2.
`
`
`
`
`
`
`
`
`
`368
`
`
`
`3.
`
`
`4.
`
`
`
`5.
`
`
`
`
`
`
`
`6.
`
`7.
`
`1.
`
`2.
`
`
`
`
`
`3.
`
`
`
`
`
`4.
`
`5.
`
`
`Classroom."
`
`
`
`
`
`
`Information Exchange: Optimized for very large
`
`
`
`
`
`
`(hundreds) engaged in unpredictable
`groups
`information exchange.
`
`
`
`
`
`
`
`
`
`
`
`
`
`various
`Project Management:
`Incorporates
`
`
`
`
`
`
`
`tracking, selection, and organizing features to
`maintain awareness of modifications, milestones,
`
`
`
`
`
`
`
`status, and task assignments that are taking place.
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`Composition Notebook: Allows a high degree of
`
`
`selective roles in different designated portions of
`the conference, and tracks the updates and
`
`
`
`
`
`
`changes being made to the generation of a
`
`
`
`
`
`
`
`collaborative document.
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`Data Collection Conference: Designed for the
`organization of structured data, and the tracking
`
`
`
`
`and validation of data changes for a group
`
`
`
`
`
`
`
`building and utilizing a collaborative data base.
`
`
`Simulation-Game Conference: Structured to allow
`
`
`
`
`
`a group to carry out a role playing, even-oriented
`scenario game.
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`In our experiment, we used the Simulation—Game
`
`
`
`
`
`
`
`Conference option, supplemented by the Discussion
`Conference structure. A Simulation-Game Conference
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`allows a group to carry out a role-playing, event-oriented
`
`
`
`
`
`scenario game.
`The game director can control all
`
`
`
`
`
`
`
`
`
`communication channels and the conditions and timing
`
`
`
`
`
`
`
`for events to occur. In order to simplify and standardize
`
`
`
`
`
`
`
`
`
`the scenarios, 3 microcomputer based management game
`
`
`
`
`
`
`was used to augment
`the role playing of the group
`
`
`
`
`
`
`
`
`members. In this sense, the management game served
`
`
`
`
`
`
`
`
`as a model to generate operating results based on a set
`
`
`
`
`
`
`
`of decision inputs and the Simulation-Game Conference
`
`provides the forum for the group members to formulate
`and agree on the decision inputs. The two technologies
`
`
`
`
`
`thus complement each other in a group collaboration
`envrronment.
`
`
`
`
`
`
`
`
`
`
`
`Among the many published management games,
`"Business Simulator" by Reality Technologies, Inc. was
`selected for the following reasons:
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`The game is relatively inexpensive so that all
`
`
`
`
`
`
`
`students can afford to own it.
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`The game is playable individually. This way the
`
`
`
`
`
`students can learn business concepts at home and
`
`
`
`
`
`at their own individual paces. The students can
`also use the game to predict probable outcbmes
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`of various decision parameters before submitting
`
`
`
`
`these decisions to their group.
`
`
`
`
`
`
`The game can be played by assigning functional
`
`
`
`
`
`roles to members of a group,
`thus requiring
`collaboration within the group.
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`The game allows for competition between groups,
`
`
`
`
`
`
`
`thereby stimulating greater student interest.
`
`
`
`
`
`
`
`
`The game is user friendly.
`It does not require
`
`much computer expertise to run. It provides on
`line help and tutorial. Furthermore, it includes a
`number of color charts to show the performance
`results.
`
`Petitioner Valve - Ex. 1020, Page 368
`
`Petitioner Riot Games, Inc. - EX. 1020, p. 368
`
`Petitioner Riot Games, Inc. - Ex. 1020, p. 368
`
`Petitioner Valve - Ex. 1020, Page 368
`
`
`
`
`
`
`
`
`
`3. The Experiment
`
`
`
`
`
`
`
`
`Four .sections of OS 471 Management Practices
`
`
`
`
`
`
`
`
`particrpated in the current study. A total of fifty-three
`
`
`
`
`
`
`
`
`students who completed the course were organized into
`
`
`
`
`
`
`
`eighteen companies, each comprising two to four
`
`
`
`
`
`
`
`
`
`students with an average of three. "Company" is the unit
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`of analySIs of our experiment. The assigned product for
`
`
`
`
`
`
`
`all Simulated companies was a household robot (Pet-
`Bots) that would do most domestic chores.
`
`
`
`
`
`
`
`
`
`Three sections had access to the Virtual Classroom on
`
`
`
`
`
`
`
`
`
`EIESZ at NJIT: one larger section used the basic
`
`
`
`
`
`
`
`
`
`facilities of the Virtual Classroom on EIESZ and two
`
`
`
`
`
`
`
`
`the
`smaller sections used all
`advanced features on
`
`
`
`
`
`
`EIESZ plus
`readily available off-line productivity
`
`
`
`
`
`
`
`
`software, such spreadsheet and data base system. The
`
`
`
`
`
`
`
`
`
`fourth section, serving as the control group did not have
`
`
`
`
`
`
`
`
`
`
`access to EIESZ at all. Thus we have three treatments:
`
`
`
`
`
`
`
`
`
`Control Category with no access to Virtual
`1.
`
`Classroom,
`
`
`
`
`
`
`Experimental Category I with regular Virtual
`2.
`
`
`
`Classroom facilities, and
`
`
`
`
`
`
`Experimental Category 11 using
`3.
`regularVirtual
`
`
`
`
`
`
`
`Classroom facilities,the full
`features of the EIESZ
`
`
`
`
`
`
`conferencing system plus
`such off-line productivity
`
`
`
`
`
`
`
`software as spreadsheet and data base management
`
`system.
`
`
`
`
`
`
`
`the students were randomly
`Within each category,
`
`
`
`
`
`
`
`
`
`
`divided into six groups of three to four students. Each
`
`
`
`
`
`
`
`
`group had a name and an organizational structure,
`
`
`
`
`
`
`
`
`consisting of a CEO, a Financial Officer, an Operations
`
`
`
`
`
`
`
`
`Chief and a Marketing Executive. A Game Playing
`
`
`
`
`
`
`
`
`Procedure manual was distributed at the beginning of
`
`
`
`
`
`
`
`
`the semester, detailing the responsibilities of the various
`
`
`
`
`
`
`
`
`officers and the format of an end-of-semester summary
`
`report.
`
`
`
`
`
`
`
`
`
`Three phases of the life cycle of a business were
`
`
`
`
`
`simulated:
`start-up, growth, and independence. The
`
`
`
`
`
`
`
`
`
`
`decisions to be made in each phase are shown in Figure
`
`1.
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`competes
`against
`three
`and against
`each other
`
`
`
`
`
`
`
`
`companies played by the computer. Each week student
`
`
`
`
`
`
`
`
`company must submit their quantitative decisions on the
`
`
`
`
`
`
`
`
`
`
`items listed in Fig. 1. Members of each company must
`
`
`
`
`
`
`
`
`
`study the results of last year operation, economic trend
`
`
`
`
`
`
`
`
`and operational policies, and run the game program
`
`
`
`
`
`
`
`independently by guessing how their competing company
`
`
`
`
`
`
`
`
`might play their hand. Then company members discuss
`
`
`
`
`
`
`
`
`
`pros and cons of the quantitative decisions as put
`
`
`
`
`
`
`
`forward. Since the members play different functional
`
`
`
`
`
`
`
`roles: manufacturing, marketing and finance, they tend
`
`
`
`
`
`
`
`
`
`to focus on their respective functional area more than
`
`
`
`
`
`
`
`
`
`the other areas. However, they have a common goal of
`
`
`
`
`
`
`
`
`optimizing the operating results: units sold, back orders,
`
`
`
`
`
`
`ending inventory, market share, operating income,
`
`
`
`
`
`
`
`
`
`income tax, net income, CEO’s net worth, company book
`
`
`
`
`
`
`
`value, etc.
`Here collaboration comes
`into play.
`
`
`
`
`
`
`
`
`Hopefully they converge toward a single set of numbers.
`
`
`
`
`
`
`
`
`
`In any case, before the weekly deadline, CEO must
`
`
`
`
`
`
`
`
`
`make final decision.
`In the first
`treatment of the
`
`
`
`
`
`
`
`
`experiment, CEO’s submit their decisions on a piece of
`
`
`
`
`
`
`
`
`
`paper. The instructor runs the game and saves the
`
`
`
`
`
`
`
`
`
`
`results on a diskette available for the students to copy.
`
`
`
`
`
`
`
`
`
`In the second and third treatment, they declare these
`
`
`
`
`
`
`
`numbers in their company’s private conference. The
`
`
`
`
`
`
`
`
`instructor, being an observer of all the conferences, picks
`
`
`
`
`
`
`
`
`up decisions from two competing companies and runs
`
`
`
`
`
`
`
`
`
`
`the game officially. The results of the game for the
`
`
`
`
`
`
`
`
`
`current year are then published in the Managers’ Lounge
`
`
`
`
`
`
`
`
`(class conference).
`In the second treatment of the
`
`
`
`
`
`
`
`experiment, some key results were published. This
`
`
`
`
`
`
`
`
`method requires more of instructor’s time in extracting
`
`
`
`
`
`
`
`
`
`the results from the game and inputting into the
`
`
`
`
`
`
`
`conference.
`In the third treatment,
`the instructor
`
`
`
`
`
`
`
`
`
`
`transfers a binary file containing all the results of the
`
`
`
`
`
`
`
`
`
`game through "binary file transfer" facility of the EIESZ
`
`
`
`
`
`
`
`
`
`system. Students can download this file onto their own
`
`
`
`
`
`
`
`
`
`
`diskette and play the next year game based on current
`
`
`
`
`
`
`
`
`
`year results. The game was played for nine weeks,
`
`
`
`
`
`
`
`
`representing nine fiscal years. The performances of the
`
`
`
`
`
`
`
`
`different companies were evaluated based on the final
`
`
`
`
`
`outcome of the ninth year.
`
`
`
`
`
`
`
`
`
`
`The students also had access to the results of all other
`
`
`
`
`
`
`companies for comparison and reference. The key
`
`
`
`
`
`
`
`
`
`the
`results were recorded in a data base so that
`
`
`
`
`
`
`comparative results could be organized and published
`
`
`
`
`
`
`
`
`
`
`from time to time. This practice proved to be useful in
`
`
`
`
`
`
`
`
`maintaining the interest and competitive spirits of all the
`
`groups.
`
`
`
`
`
`
`
`
`The companies with access to CMC were assigned a
`
`
`
`
`
`
`
`group conference for the conduct of the simulated
`
`
`
`
`
`
`
`business. Typical uses were the assignment of functional
`
`
`
`
`
`
`
`
`roles, discussion of the logistics and scheduling of
`
`
`
`
`
`
`
`game-playing, formulation of general strategies of the
`
`
`
`
`
`
`
`business, and review of operational
`Each
`results.
`
`
`
`
`
`
`
`
`student company discussed the results in its private
`
`
`
`
`
`
`
`the
`conference
`see whether
`outcomes met
`to
`
`
`
`
`
`
`
`
`expectations and to search for possible reasons for
`
`
`
`
`
`
`
`
`deviations. All students with CMC also participated in
`
`
`
`
`
`
`
`
`two other conferences: the Student Center for social
`
`
`
`
`
`
`
`activities and the Managers’ Corner. for management
`
`
`related discussions.
`
`
`
`
`
`
`
`
`
`
`
`
`Figure 1: Decisions in Business Simulatorm) Game
`
`Phase I: Startup - Phase fl]: Independence
`
`
`
`
`
`
`
`
`Price
` Advertising
`
`
`
`‘ Units
`Units
`Units
`i
`Factory Expansion
`Factory Expansion
`Ions Term Debt Sold
`14mg Term Debt Sold
`
`
`
`
`
`
`
`Common Stocks
`Common Stocls Issued
`
`
`
`
`Issued
`
`
`
`
`
`
`‘
`
`—% Sales on Credit
`
`
`
`1
`
`
`
`Sales Force Size
`
`
`
`
`
`
`
`
`
`
`Research a Development
`
`One Year Learn
`Supplier Payment Period
`
`
`Dividend
`
`
`
`
`
`
`
`
`
`
`
`
`Each student company is paired with another company
`
`
`
`
`
`
`
`
`belonging to the same category or treatment. The pair
`
`
`
`
`369
`
`
`
`Petitioner Valve - Ex. 1020, Page 369
`
`Petitioner Riot Games, Inc. - EX. 1020, p. 369
`
`Petitioner Riot Games, Inc. - Ex. 1020, p. 369
`
`Petitioner Valve - Ex. 1020, Page 369
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`Both the Student Center
`students without CMC.
`
`
`
`
`
`
`
`
`
`
`Conference and the Managers’ Corner Conference
`
`
`
`
`
`
`
`
`
`played important roles in developing this camaraderie.
`
`
`
`
`
`
`
`
`
`One third of the students who used CMC asked to
`
`
`
`
`
`
`
`remain on the conference for further socialim‘ng with the
`
`
`
`
`
`instructor and the students of the next semester, some of
`
`
`
`
`
`
`
`
`
`
`whom selected these particular sections as a result of
`
`
`
`
`
`
`
`
`
`
`recommendations from the veterans. More importantly,
`
`
`
`
`
`
`
`
`
`the average student with CMC clocked an average of 5
`
`
`
`
`
`
`hours per week on one or another of the conferences
`outside of class time, while students without CMC met
`
`
`
`
`
`
`
`less than one hour per week.
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`the discussion in the Managers’ Corner
`Much of
`
`
`
`
`
`
`
`
`conference related to the potential problems of on-the—
`job managers. For example, students discussed what to
`
`
`
`
`
`
`
`
`
`
`
`do if the boss "goofs off frequently." WK responded:
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`"My boss goofs off a lot since he became a partner in
`
`
`
`
`
`
`
`
`
`
`the design firm Iwork for. He also has a good sense
`
`
`
`
`
`
`
`
`
`
`
`of humor. so when he is goofing off I ask him ‘How
`
`
`
`
`
`
`
`
`can I help You,Bob‘.7’ and he’ll tell me he’s not really
`
`
`
`
`
`doing anything and I’ll tell him that it sounds good to
`
`
`
`
`
`
`
`
`me and I want to do my fair share. Something like
`
`
`
`
`
`
`
`
`
`this usually makes him self-conscious and he starts
`
`
`
`
`
`
`
`
`
`looking for something productive to do. I think most
`
`
`
`
`
`
`
`
`
`
`
`bosses got to be bosses by being responsible 'and
`
`
`
`
`
`
`
`
`capable (I said MOST OK?) and I think if you can
`
`
`
`
`
`
`
`find some good natured way to point out to them that
`
`
`their goofing off
`affects you,
`their
`sense of
`responsibility should take over without causing too
`much trouble."
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`A comparison of the American management style with
`
`
`
`
`
`
`
`the Japanese proved an inexhaustible
`source of
`discussion, while hot debate took place over
`the
`
`
`
`
`
`
`
`economic relationship between West and East Germany.
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`Discussion in the group business conferences was serious
`and of similarly high quality. A comment by CA, the
`
`
`
`
`
`
`
`
`
`
`
`CEO of FutureWave, represents a typical entry:
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`"I agree with you about raising the price from $34 to
`
`
`
`
`
`
`
`
`
`$41. We don’t have enough production to compete
`
`
`
`
`
`
`
`
`
`at a low price so we might as well make like Hewlett
`Packard. This will result in a lower market share but
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`will maximize our profits until we are ready to
`
`
`
`
`
`
`
`
`
`expand. One suggestion: s end more on advertising.
`
`
`
`
`
`
`
`
`
`
`Instead of $500K maybe 525K. Our sales will be
`
`
`
`
`
`
`
`
`targeted to a higher income bracket which has not
`
`heard of us or has regarded our goods as lower
`quality because of the lower price range. Good
`
`
`
`
`
`
`
`hunting!"
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`The groups with CMC also benefitted from greater
`
`
`
`
`
`
`group coordination and continuity in the face of real-life
`
`
`
`
`
`
`
`disruptions. For example, 0A disappeared for a time
`
`
`
`
`
`
`
`and abandoned his prerogative of finalizing business
`decisions. LC and GB used all three conferences to
`plead for OA’s return by posting humorous comments:
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`370
`
`Petitioner Valve - Ex. 1020, Page 370
`
`Petitioner Riot Games, Inc. - EX. 1020, p. 370
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`— l
`
`RohoTech
`%—l KJ&J
`
`
`
`
`
`
`
`
`
`
`
`
`m
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`The number of students and companies was too small
`
`
`
`
`
`
`
`
`for results on all dependent variables to be statistically
`
`
`
`
`
`
`significant at the .05 level, but the results are consistently
`
`
`
`
`
`
`
`those with
`the Virtual Classroom.
`in favor of
`
`
`
`
`
`
`
`
`Experimental category 11 has just ended. Preliminary
`
`
`
`
`
`
`
`analysis of the enhanced condition shows extreme
`
`
`
`
`
`
`
`
`
`variance: the highest and lowest performances of all
`
`
`
`
`
`companies observed occurred.
`In depth analysis is
`required to identify the possible causes. Results shall be
`
`
`
`
`
`
`
`
`
`discussed in an update report.
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`A less tangible but perhaps more important measure of
`
`
`
`
`
`
`
`
`
`
`
`the value of CMC in teaching collaborative managerial
`
`
`
`
`
`
`
`
`
`
`skills is the camaraderie that developed in companies
`
`
`
`
`
`
`
`
`
`
`with access to CMC. As one of the questions on the
`
`
`
`
`
`
`
`
`
`final exam, the students were asked to list the names
`
`
`
`
`
`
`
`
`
`and nick names of the class members. The students who
`
`
`
`
`
`
`
`
`used CMC knew the names of 83% their classmates,
`
`
`
`
`
`
`
`
`
`
`while the students without CMC scored only 67%. The
`students with CMC organized ski/skating trips and small
`parties, while nothing of the sort took place with the
`
`
`
`
`
`
`
`
`
`
`
`Companies without access to CMC were dependent on
`
`
`face-to-face meetings or telephone or mail to conduct
`their communication.
`4. Results
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`indication that CMC improves student
`The clearest
`
`
`
`
`
`
`
`learning of managerial skills is that the companies run
`
`
`
`
`
`
`by students with CMC performed dramatically better
`than companies run by students without CMC. We
`
`
`
`
`
`
`
`defined three criteria and a composite index:
`
`
`
`
`
`
`Composite Index = Profitability + ROA (Return on
`
`
`
`
`
`
`
`
`
`Assets) + ROE (Return on Equity)
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`as measures to rank the performance of a company.
`The results of the final year operation of the simulated
`
`
`companies are shown in the following table.
`
`
`
`
`
`
`
`
`
`
`Performahee Measures of smarts
`
`Cbuipmy’ Name -"_ it} Profitability '-
`
`Companies without access to Virtual Classroom on Eli-152
`
`
`— n2.9
` 1 7
`
`
`193
`25.5
`Robotron
`1 1.4
`
`6.1
`m-
`13.3
`_-—-_
`
`.—-H-
`“To
`L
`
`
`1 Average /
`
`
`Experimental category I with access to Virtual
`
`
`
`
`
`
`
`
`
`
`
`Petitioner Riot Games, Inc. - Ex. 1020, p. 370
`
`Petitioner Valve - Ex. 1020, Page 370
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`"Hey 0A, did you get stuck in traffic again . We
`
`
`
`
`
`
`
`
`
`
`
`missed you at the class today. We wanted to confer
`
`
`
`
`
`
`
`
`with you about the simulator but we will see you at
`
`
`
`
`
`
`
`
`
`
`
`another time. GB." "0A, First of all, I’m extremely
`
`
`
`
`
`
`
`
`
`gratified to hear that you are alive and well. I thought
`
`
`
`
`
`
`
`
`maybe you had been swallowed up by a garbage truck
`
`
`
`
`
`
`
`
`
`or something!!! Nice to hear from you!!!"
`"How
`
`
`
`
`
`
`
`
`
`come you weren’t in class??? How come you don’t
`talk to us anymore??? Do we smell??? Are we
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`offensive??? C’mon, lets get together and talk about
`
`
`
`
`
`
`
`
`
`
`Year #4!!! GB and myself shared some thoughts this
`
`
`
`
`
`
`
`
`
`
`morning, but as our CEO we would like to get your
`
`
`
`
`
`
`
`
`
`
`thoughts on a plan of action. When you read this,
`
`answer me right away so we can get
`the ball
`rolling! ! !"
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`0A returned eventually to FutureWave (not, however,
`
`
`
`
`
`
`
`
`as CEO). He participated actively in the game and
`
`
`
`
`
`
`
`shared the
`the good performance of
`credit
`for
`
`
`
`
`
`
`In fact, FutureWave was
`the top
`FutureWave.
`performer by all the objective measures.
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`JR, CEO of KJ&J, had a similar experience; however,
`
`
`
`
`
`
`
`
`
`
`
`he continued to maintain contact with his group through
`
`
`
`
`
`
`
`CMC. He was able to return to the game and resume
`
`
`
`
`
`
`
`
`his responsibilities as CEO. Both examples show that
`
`
`
`
`
`
`CMC provides critical support for students who have
`been temporarily distracted from their duties.
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`In contrast, the CEO’s of Hysterical and RJM, both
`
`
`
`
`
`
`
`
`companies without CMC, also vanished from their posts.
`Neither returned for the duration of the semester,
`
`
`
`
`
`
`
`
`
`
`
`
`
`the
`Finally,
`prepare
`students
`CMC helped
`end-of-semester summary report. The groups that used
`
`
`
`
`
`
`
`
`
`
`CMC for the conduct of their business had the benefit
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`of a complete record of the individual contributions of
`
`
`
`
`
`
`
`
`
`the group members. The preparation of the report was
`
`
`
`
`
`
`
`
`
`
`only a matter of editing the contents of the conference,
`while the groups without the benefit of CMC had to
`
`
`
`
`
`
`
`
`convene several meetings
`to assign the work and
`
`
`
`assemble the results.
`
`
`5. Concluding Remarks
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`in
`We have shown that CMC is extremely helpful
`
`
`
`
`
`
`
`teaching collaborative skills to management students.
`Simulated companies using the Virtual Classroom (R)
`
`
`
`
`
`
`structures within a computerized conferencing system
`
`
`
`
`
`
`achieved
`significantly
`profits,
`return
`higher
`on
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`investment and return on equity. It also provides a
`lifeline to students who become temporarily distracted
`
`
`
`
`
`
`
`
`
`
`
`
`
`from their class responsibilities. An enhanced CMC
`
`
`
`
`
`
`
`
`
`system (Virtual Management Practices Laboratory or
`
`
`
`
`
`
`
`Virtual Lab for short) with special features, such as
`on-line "forms," binary file transfer capability,
`role
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`playing sessions, incoming mail organizer functions, and
`"file cabinets" has made the advantages of computer
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`mediated conferencing systems even more appealing in
`
`
`
`
`
`
`
`
`the education of managers, since future managers will
`function in a more and more automated office
`
`environment.
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`REFERENCES
`
`
`
`
`
`
`
`Bouton, Clark and Russell Y. Garth (1983), "Learning
`
`
`
`
`
`
`
`in Groups. New Directions in Teaching and Learning",
`
`
`
`
`Jossey-Bass, San Francisco, 1983.
`
`
`
`
`
`
`
`
`"The
`Greenlaw, P. S. and F. P. Wyman (1973)
`
`
`
`
`
`
`teaching effectiveness of games in collegiate business
`
`
`
`
`
`
`courses. " Simulation and Games 4 (2): 259-264.
`
`
`
`
`
`
`
`
`
`
`
`
`
`Hiltz, Starr Roxanne (1988a), "Leaming in a Virtual
`
`
`Classroom - A Virtual Classroom 0n EIES: Final
`
`
`
`
`
`Evaluation
`I," Computerized
`Report,
`Vol.
`
`
`
`
`
`
`Conferencing and Communications Center, Research
`
`
`
`Report # 25, 1988.
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`Hiltz, Starr Roxanne (1988b), ”Teaching in a Virtual
`Classroom - A Virtual Classroom On EIES: Final
`
`
`
`
`
`Evaluation
`Report,
`2, " Computerized
`Vol.
`
`
`
`
`
`Conferencing and Communications Center, Research
`
`
`
`
`Report # 26, 1988.
`
`
`
`
`
`
`
`
`
`
`
`Hiltz, Starr Roxanne (1989), "Collaborative Learning
`
`
`
`
`in a Virtual Classroom: Highlights of Findings,"
`
`
`
`
`Proceedings, Second Conference on Computer
`
`Supported Cooperative Work, Portland, Oregon,
`1989.
`
`
`
`
`
`
`
`
`
`
`
`Hsu, Enrico (1989), "Role-Event Gaming Simulation
`in Management Education: A Conceptual Framework
`
`
`
`
`
`
`
`
`
`and Review", Simulation and Games, Vol. 20 No. 4,
`
`
`
`
`December, 1989. pp. 409-438.
`
`
`
`
`
`
`
`
`
`
`
`
`
`Hsu, Enrico and D. 'I‘. Geithman (1988), 'Expen'ential
`Learning in Management Education: Virtual Lab’,
`
`
`
`
`
`
`
`
`
`
`
`Management Games and Group Decision Support
`
`
`
`
`
`System," Proceedings of Sixth World Productivity
`Congress, September, 1988, pp. 507-531.
`
`
`
`
`
`
`
`
`Turoff, Murray; John Foster; Starr Roxanne Hiltz and
`
`
`
`
`
`
`
`
`
`
`
`Kenneth Ng (1989),
`”The TEIES Design and
`
`Objectives: Computer Mediated Communications and
`
`
`
`
`
`
`
`
`
`
`
`Tailorability", Proceedings, Hawaii
`International
`
`Conference on System Sciences, January, 1989, pp
`403-411.
`
`
`
`
`
`
`
`
`
`
`
`
`
`Wolfe, Joseph (1985) ’The