{"id":1874,"date":"2018-09-05T15:18:23","date_gmt":"2018-09-05T15:18:23","guid":{"rendered":"http:\/\/dccs.udd.cl\/?p=1874"},"modified":"2018-09-05T15:18:23","modified_gmt":"2018-09-05T15:18:23","slug":"theory-games-and-cooperation-were-the-topics-addressed-by-the-director-of-cics-in-the-2-session-of-ishe-2018","status":"publish","type":"post","link":"https:\/\/gobierno.udd.cl\/dccs\/2018\/09\/05\/theory-games-and-cooperation-were-the-topics-addressed-by-the-director-of-cics-in-the-2-session-of-ishe-2018\/","title":{"rendered":"Games Theory and Cooperation were the topics addressed by the Director of CICS in the 2\u00b0 session of ISHE 2018"},"content":{"rendered":"

The second day of the World Congress of the<\/span>\u00a0International Society for Human Ethology (ISHE)<\/span>\u00a02018 was focused on several presentations throughout the day. During the afternoon, it was the turn of the Director of the\u00a0<\/span>Research Center for Social Complexity<\/b>\u00a0(CICS, as its Spanish acronym)<\/span>,\u00a0<\/span>Carlos Rodr\u00edguez-Sickert<\/b>, with his paper \u201cReciprocal exchange and friendship: lessons from the implementation of an onymous dyadic experiment in chilean public schools\u201d.<\/span><\/p>\n

The researcher made reference to the Fondef project \u201cDigital Games Platform for measuring the willingness to cooperate for school coexistence\u201d<\/b>, whose results were presented in a seminar last week at the Universidad del Desarrollo.<\/p>\n

Thus, Rodr\u00edguez-Sickert explained that one of the main challenges which they were exposed to after the definition of the subject of study, was the \u00abcreation of a participatory and creative interface that would attract children\u00bb. It was determined that using tablets would serve this purpose, adding that the vulnerability of the children of the participating schools was 85.4 percent.<\/p>\n

The Director of the\u00a0CICS<\/b>\u00a0continued his presentation by pointing out that the fundamental thing was to \u00abget to know the nature of cooperation\u00bb within the classroom. So, three possible scenarios were determined after the completion of two interactive games: a) student A and student B keep their cards; b) student A and student B send all their tokens; and c) student A sends all his\/her tokens and student B, none. The best scenario is to give and to receive all the tokens, according to Rodr\u00edguez-Sickert.<\/p>\n

Finally, the CICS researcher showed a heatmap related to the reciprocity and derived from the results that the virtual platform used in the investigation showed, and he indicated that it was possible to visualize a \u00abnetwork of conflict\u00bb or \u00abpotential conflict\u00bb in it.<\/p>\n

 <\/p>\n

\"\"<\/a>
Carlos Rodr\u00edguez-Sickert, Director of CICS.<\/figcaption><\/figure>\n
\"\"<\/a>
Director of CICS, Carlos Rodr\u00edguez-Sickert. His oral presentation \u201cReciprocal exchange and friendship: lessons from the implementation of an onymous dyadic experiment in chilean public schools\u201d. Plaza San Francisco Hotel.<\/figcaption><\/figure>\n
\"\"<\/a>
Theory Games and Cooperation were the topics addressed by the Director of CICS in the 2\u00b0 session of ISHE 2018<\/figcaption><\/figure>\n
\"\"<\/a>
Carlos Rodr\u00edguez-Sickert and DCCS students.<\/figcaption><\/figure>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

The second day of the World Congress of the\u00a0International Society for Human Ethology (ISHE)\u00a02018 was focused on several presentations throughout the day. 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