Quality uncertainty and market failure: an interactive model to conduct classroom experiments

The model is based on the influence function of the Leviathan model (Deffuant, Carletti, Huet 2013 and Huet and Deffuant 2017). We aim at better explaining some patterns generated by this model, using a derived mathematical approximation of the evolution of the opinions averaged.

We consider agents having an opinion/esteem about each other and about themselves. During dyadic meetings, agents change their respective opinion about each other, and possibly about other agents they gossip about, with a noisy perception of the opinions of their interlocutor. Highly valued agents are more influential in such encounters.

We show that the inequality of reputations among agents have a negative effect on the opinions about the agents of low status.The mathematical analysis of the opinion dynamic shows that the lower the status of the agent, the more detrimental the interactions are for the opinions about this agent, especially when gossip is activated, while the interactions always tend to increase the opinions about agents of high status.

This a phenomenon-based model plan. Classroom in school are places when students are supposed to learn and the most often do. But things can go awry, the students can play up and that can result in an unruly class and learning can suffer. This model aims to look at how much students learn according to how good the teacher is a classroom control and how good he or she is at teaching per se.

An extension of Epstein’s (2002) model for civil violence and Fonoberova et al’s (2012) extension of Epstein’s model. Uses heterogeneous hardship values and dynamic legitimacy values. Models public funding decisions between police and social welfare.

Using data from the British Social Attitude Survey, we develop an agent-based model to study the effect of social influence on the spread of meat-eating behaviour in the British population.

The my-side bias is a well-documented cognitive bias in the evaluation of arguments, in which reasoners in a discussion tend to overvalue arguments that confirm their prior beliefs, while undervaluing arguments that attack their prior beliefs. This agent-based model in Netlogo simulates a group discussion among myside-biased agents, within a Bayesian setting. This model is designed to investigate the effects of the myside bias on the ability of groups to reach a consensus or collectively track the correct answer to a given binary issue.

An agent-based model of individual consumers making choices between five possible diets: omnivore, flexitarian, pescatarian, vegetarian, or vegan. Each consumer makes decisions based on personal constraints and values, and their perceptions of how well each diet matches with those values. Consumers can also be influenced by each other’s perceptions via interaction across three social networks: household members, friends, and acquaintances.

This model was designed to study resilience in organizations. Inspired by ethnographic work, it follows the simple goal to understand whether team structure affects the way in which tasks are performed. In so doing, it compares the ‘hybrid’ data-inspired structure with three more traditional structures (i.e. hierarchy, flexible/relaxed hierarchy, and anarchy/disorganization).

This agent-based model simulates the lifecycle, movement, and satisfaction of teachers within an urban educational system composed of multiple universities and schools. Each teacher agent transitions through several possible roles: newcomer, university student, unemployed graduate, and employed teacher. Teachers’ pathways are shaped by spatial configuration, institutional capacities, individual characteristics, and dynamic interactions with schools and universities. Universities are assigned spatial locations with a controllable level of centralization and are characterized by academic ratings, capacity, and alumni records. Schools are distributed throughout the city, each with a limited number of vacancies, hiring requirements, and offered salaries. Teachers apply to universities based on the alignment of their personal academic profiles with institutional ratings, pursue studies, and upon graduation become candidates for employment at schools.
The employment process is driven by a decentralized matching of teacher expectations and school offers, taking into account factors such as salary, proximity, and peer similarity. Teachers’ satisfaction evolves over time, reflecting both institutional characteristics and the composition of their colleagues; low satisfaction may prompt teachers to transfer between schools within their mobility radius. Mortality and teacher attrition further shape workforce dynamics, leading to continuous recruitment of newcomers to maintain a stable population. The model tracks university reputation through the academic performance and number of alumni, and visualizes key metrics including teacher status distribution, school staffing, university alumni counts, and overall satisfaction. This structure enables the exploration of policy interventions, hiring and training strategies, and the impact of spatial and institutional design on the allocation, retention, and happiness of urban educational staff.

This model simulates a foraging system based on Middle Stone Age plant and shellfish foraging in South Africa.