CoMSES Net maintains cyberinfrastructure to foster FAIR data principles for access to and (re)use of computational models. Model authors can publish their model code in the Computational Model Library with documentation, metadata, and data dependencies and support these FAIR data principles as well as best practices for software citation. Model authors can also request that their model code be peer reviewed to receive a DOI. All users of models published in the library must cite model authors when they use and benefit from their code.
CoMSES Net also maintains a curated database of over 7500 publications of agent-based and individual based models with additional metadata on availability of code and bibliometric information on the landscape of ABM/IBM publications that we welcome you to explore.
The Friendship Field model aims at modelling friendship formation based on three factors: Extraversion, Resemblance and Status, where social interaction is motivated by the Social Battery. Social Battery is one’s energy and motivation to engage in social contact. Since social contact is crucial for friendship formation, the model included Social Battery to affect social interactions. To our best knowledge, Social Battery is a yet unintroduced concept in research while it is a dynamic factor influencing the social interaction besides one’s characteristics. Extraverts’ Social Batteries charge while interacting and exhaust while being alone. Introverts’ Social Batteries charge while being alone and exhaust while interacting. The aim of the model is to illustrate the concept of Social Battery. Moreover, the Friendship Field shows patterns regarding Extraversion, Resemblance and Status including the mere-exposure effect and friendship by similarity. For the implementation of Status, Kemper’s status-power theory is used. The concept of Social Battery is also linked to Kemper’s theory on the organism as reference group. By running the model for a year (3 interactions moments per day), the friendship dynamics over time can be studied.
The Holmestrand model is an epidemiological agent-based model. Its aim is to test hypotheses related to how the social and physical environment of a residential school for children with disabilities might influence the spread of an infectious disease epidemic among students and staff. Annual reports for the Holmestrand School for the Deaf (Norway) are the primary sources of inspiration for the modeled school, with additional insights drawn from other archival records for schools for children with disabilities in early 20th century Norway and data sources for the 1918 influenza pandemic. The model environment consists of a simplified boarding school that includes residential spaces for students and staff, classrooms, a dining room, common room, and an outdoor area. Students and staff engage in activities reflecting hourly schedules suggested by school reports. By default, a random staff member is selected as the first case and is infected with disease. Subsequent transmission is determined by agent movement and interactions between susceptible and infectious pairs.
The purpose of this curricular model is to teach students the basics of modeling complex systems using agent-based modeling. It is a simple SIR model that simulates how a disease spreads through a population as its members change from susceptible to infected to recovered and then back to susceptible. The dynamics of the model are such that there are multiple emergent outcomes depending on the parameter settings, initial conditions, and chance.
The curricular model can be used with the chapter Agent-Based Modeling in Mixed Methods Research (Moritz et al. 2022) in the Handbook of Teaching Qualitative & Mixed Methods (Ruth et al. 2022).
This model is designed to show the effects of personality types and student organizations have on ones chance to making friendships in a university setting. As known from psychology studies, those that are extroverted have an easier chance making friendships in comparison to those that are introverted.
Once every tick a pair of students (nodes) will be randomly selected they will then have the chance to either be come friends or not (create an edge or not) based on their personality type (you are able to change what the effect of each personality is) and whether or not they are in the same club (you can change this value) then the model triggers the next tick cycle to begin.
The three-day participatory workshop organized by the TISSS Lab had 20 participants who were academics in different career stages ranging from university student to professor. For each of the five games, the participants had to move between tables according to some pre-specified rules. After the workshop both the participant’s perception of the games’ complexities and the participants’ satisfaction with the games were recorded.
In order to obtain additional objective measures for the games’ complexities, these games were also simulated using this simulation model here. Therefore, the simulation model is an as-accurate-as-possible reproduction of the workshop games: it has 20 participants moving between 5 different tables. The rules that specify who moves when vary from game to game. Just to get an idea, Game 3 has the rule: “move if you’re sitting next to someone who is waring white or no socks”.
An exact description of the workshop games and the associated simulation models can be found in the paper “The relation between perceived complexity and happiness with decision situations: searching for objective measures in social simulation games”.
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.
This model simulates the mechanisms of evolution, or how allele frequencies change in a population over time.
NetLogo agent-based model to simulate the transmission of COVID-19 in a university dormitory. User can set the number of initial students, buildings, floors, rooms, number of initially infected, and transmission rate. They can also test the effect of masks, sanitizations, elevator allowance, and visits on the effect of the SEIR curve.
The General Housing Model demonstrates a basic housing market with bank lending, renters, owners and landlords. This model was developed as a base to which students contributed additional functions during Arizona State University’s 2020 Winter School: Agent-Based Modeling of Social-Ecological Systems.
In 1985 Dr Michael Palmiter, a high school teacher, first built a very innovative agent-based model called “Simulated Evolution” which he used for teaching the dynamics of evolution. In his model, students can see the visual effects of evolution as it proceeds right in front of their eyes. Using his schema, small linear changes in the agent’s genotype have an exponential effect on the agent’s phenotype. Natural selection therefore happens quickly and effectively. I have used his approach to managing the evolution of competing agents in a variety of models that I have used to study the fundamental dynamics of sustainable economic systems. For example, here is a brief list of some of my models that use “Palmiter Genes”:
- ModEco - Palmiter genes are used to encode negotiation strategies for setting prices;
- PSoup - Palmiter genes are used to control both motion and metabolic evolution;
- TpLab - Palmiter genes are used to study the evolution of belief systems;
- EffLab - Palmiter genes are used to study Jevon’s Paradox, EROI and other things.