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Simulation of social processes: application to social learning

Author

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  • Bordogna, Clelia M.
  • Albano, Ezequiel V.

Abstract

The teaching–learning process in a classroom context is simulated by means of the Monte Carlo method. It is found that the structure of the collaborative groups formed by the students may influence their achievements. It is shown that low-achievement students may learn at the expense of their high-achievement colleagues.

Suggested Citation

  • Bordogna, Clelia M. & Albano, Ezequiel V., 2003. "Simulation of social processes: application to social learning," Physica A: Statistical Mechanics and its Applications, Elsevier, vol. 329(1), pages 281-286.
    • Handle: RePEc:eee:phsmap:v:329:y:2003:i:1:p:281-286
    DOI: 10.1016/S0378-4371(03)00601-0
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    Cited by:

    1. Giannoccaro, Ilaria & Carbone, Giuseppe, 2017. "An Ising-based dynamic model to study the effect of social interactions on firm absorptive capacity," International Journal of Production Economics, Elsevier, vol. 194(C), pages 214-227.
    2. Ormazábal, Ignacio & Borotto, Félix A. & Astudillo, Hernán F., 2021. "An agent-based model for teaching–learning processes," Physica A: Statistical Mechanics and its Applications, Elsevier, vol. 565(C).
    3. Koponen, I.T. & Kokkonen, T. & Nousiainen, M., 2017. "Modelling sociocognitive aspects of students’ learning," Physica A: Statistical Mechanics and its Applications, Elsevier, vol. 470(C), pages 68-81.

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