Agent-based model simulating 60 undergraduate CS students over 8 semesters to investigate how differential AI tool access affects academic inequality, performance distributions, and dependency formation. Implements a three-phase AI dependency mechanism (effort reduction, metacognitive miscalibration, capability erosion) under five policy scenarios with a 4,050-run parameter sensitivity sweep.

STiMUS (Stigmergic–Mutualistic IMOI Model) is an agent-based model of teamwork in socio-technical systems where contributors collaborate through shared digital artefacts — wiki pages, code files, issue tickets, project cards, Scratch projects — represented as patches in a NetLogo world. The model integrates two coordination mechanisms. Stigmergy is indirect coordination through traces left in a shared environment: each edit deposits a pheromone that diffuses to neighbouring patches and evaporates over time, so recent activity attracts further contributions. Mutualism is a reciprocal benefit loop in which valuable, well-maintained artefacts raise contributor motivation and shared understanding, while motivated contributors improve artefacts.

Contributors (turtles of the contributor breed) carry individual state: skill, motivation, shared-mental-model, specialty, benefit-gain, and an explicit-mode flag. At each tick every contributor selects a target artefact with an ant-colony-optimization-style rule weighing the artefact’s pheromone, incompleteness (1 - completeness), resource-value, and topic match between specialty and the artefact’s topic-tag; with probability p-explicit it instead takes the patch with the highest maintenance-need, modelling explicit task assignment. Each edit increases pheromone, quality, completeness and reuse-count, raises resource-value, lowers maintenance-need, and appends the editor to the artefact’s edit-authors list. When the previous last-editor-id differs from the current editor, the Edit Succession Ratio rises, the editor’s shared-mental-model grows, and a co-editing link is created — operationalising the idea that repeated cross-author succession on the same artefact builds shared understanding. Contributors’ motivation is updated from the benefit drawn from the visited artefact.

Each patch maintains a stigmergic layer (pheromone, quality, completeness, recentness, last-editor-id, edit-count, edit-authors) and a mutualistic layer (resource-value, reuse-count, maintenance-need, topic-tag), plus task flags (is-task?, task-complexity). Global monitors report the Edit Succession Ratio (ESR = cross-author-edits / total-edits, and an alternative esr-value = share of edited patches with more than one distinct author), mean-quality, mean-resource-value, a mutualism-index averaging contributor benefit and resource value, coediting-density (network density of the co-editing graph), active-pages-share, and task-completion-rate. The model logs every edit as a bipartite edge (tick, author_id, pageid, specialty, topic_tag, quality), exportable to CSV.

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This model aims to study the dynamic propagation of individual behaviour within social networks, focusing on how normative expectations (NE) and experiential expectations (EE) jointly influence behavioural decisions. It also explores the long-term effects of different intervention scenarios (such as enhancing visibility, considering indirect social links, and education) on behavioural propagation patterns and the overall behaviour of the group.
The model was developed in NetLogo 6.4. It generates simulated groups based on large-scale survey data, utilizing NetLogo’s CSV, Table, and Matrix extensions. The model also employs the NW extension to enable network analysis functionality.
The model is designed for research “Shaping social norms to promote individual response behavior in public crises: An agent-based modeling approach” in Journal of Cleaner Production, Volume 554, 8 April 2026, 148014
https://doi.org/10.1016/j.jclepro.2026.148014

The FRAMe (Flood Resilience Agent-Based Model) serves as a framework designed to simulate flood resilience dynamics at the community level, focusing on a rural settlement in the Mekong River Basin. Integrating empirical data from extensive surveys, Bayesian networks, and hydrological simulations, the framework quantifies resilience as a trade-off between robustness (resistance to damage) and adaptability (capacity for dynamic response). Agents include households, governments, and other actors, linked by social and governance networks that facilitate knowledge transfer, resource distribution, and risk communication. FRAMe incorporates mechanisms for flood forecasting, policy interventions (education, aid, insurance), and individual and collective decision-making, grounded in Protection Motivation Theory and MoHuB frameworks. The framework’s spatially explicit design leverages GIS data, which supports scenario testing of governance structures and stakeholder interactions. By examining policy scenarios and agent behavior, FRAMe aims to inform adaptive flood management strategies and enhance community resilience.

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.

We provide a theory-grounded, socio-geographic agent-based model to present a possible explanation for human movement in the Adriatic region within the Cetina phenomenon.

Focusing on ideas of social capital theory from Piere Bordieu (1986), we implement agent mobility in an abstract geography based on cultural capital (prestige) and social capital (social position). Agents hold myopic representations of social (Schaff, 2016) and geographical networks and decide in a heuristic way on moving (and where) or staying.

The model is implemented in a fork of the Laboratory for Simulation Development (LSD), appended with GIS capabilities (Pereira et. al. 2020).

The model is a microsimulation, where the agents don’t Interact with each other. It simulates income distribution, unemployment dynamics, education, and Family grant in Brazil, focusing on the impact on social inequality. It tracks the indicators Gini index, Lorenz curve, and Palma ratio. The objective is to explore how these factors influence wealth distribution and social inequality over time.
This work was developed in partnership with the Graduate Program in Computational Modeling, in the Universidade Federal do Rio Grande - FURG, in Brazil.

Educational attainment and student retention in higher education are two of the main focuses of higher education research. Institutions in the U.S. are constantly looking for ways to identify areas of improvement across different aspects of the student experience on university campuses. This paper combines Department of Education data, U.S. Census data, and higher education theory on student retention, to build an agent-based model of student behavior.

Due to the role of education in promoting social status and facilitating upward social mobility, individuals and their families spare no effort to pursue better educational opportunities, especially in countries where education is highly competitive.

In China, the enrollment of senior high schools and universities mainly follows a ranking system based on students’ scores in national entrance exams (Zhongkao and Gaokao). Typically, students with higher scores have priority in choosing schools and endeavor to get into better senior high schools to increase their chances of entering a prestigious university.

However, students can only select “better” senior high schools based on their average Gaokao grades, which are strongly influenced by the initial performance (Zhongkao grades) of enrolled students. The true quality indicator of school education (schooling effect, defined as the grade improvement achieved through education at the senior high school) is unknowable. This raises the first question: will school rankings reflect the real educational quality of schools over decades of educational competition, or merely the initial quality of the students they enroll?

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The School Enrollment Model is a spatially-explicit computational model that depicts a city, with schools and students located within the space. The model represents the Chilean school system, a market-based educational system, where people are free to choose among public, private voucher, or private fee-paying schools. In the model, students become aware of some schools, apply to schools, switch schools, pass or fail grade levels, and eventually either graduate or dropout. Schools select students, update their tuition, test scores, and other characteristics.

The purpose of the model is to represent the Chilean school system and analyze the different mechanisms that affected the enrollment distribution between public, private voucher, and private fee-paying school sectors during the period 2004-2016.