The article discusses the development in time-sharing computers and their applications to accounting education in the U.S. The experiences discussed in this article cover a four-year period. The author is thoroughly convinced that time-sharing computers and simple languages. In addition, the author features the support given by the American Accounting Association's Committee on Accounting Instruction in Electronic Data Processing (EDP) to the objectives of data processing. Some important assumptions underlying the recommendation for the EDP education programs of the committee are also explored in this article.

The article focuses on a study which determined whether using a business game in introductory accounting had any impact on student attitudes toward accounting and abilities in the subject. Business games have had an enthusiastic reception in business education. Three advantages are often mentioned for a gaming experience in the learning process. First, participant's attitude is likely to be more positive towards the subject matter. Second, because of the active involvement and the need to seek solutions, ability to understand the subject matter, and to subsequently use it in problem-solving, is improved. The third advantage is developing an ability to integrate a number of learning experiences leading towards a better understanding of total subject area. The article concludes that the game is simple to use and does not require a substantial change in teaching methods, but from experiences in earlier quarters it does require a different type of student participation. There is no doubt that the administration of a field experiment in an on-going classroom environment is highly complex.

Reviews the book "Accounting for Managerial Analysis," by James M. Fremgen.

Reviews the book "Management Services Technical Study," vol. 4.

Reviews the book "The Firm: Micro-Economic Planning and Action," by Neil W. Chamberlain.