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Mathematical modeling of disinformation and effectiveness of mitigation policies.

ABSTRACT: Disinformation is spread to manipulate public opinion for malicious purposes. Mathematical modeling was used to examine and optimize several strategies for combating disinformation-content moderation, education, and counter-campaigns. We implemented these strategies in a modified binary agreement model and investigated their impacts on properties of the tipping point. Social interactions were described by weighted, directed, and heterogeneous networks. Real social network data was examined as well. We find that content moderation achieved by removing randomly selected agents who spread disinformation is comparable to that achieved by removing highly influential agents; removing disinformation anywhere in a network could be an effective way to counter disinformation. An education strategy that increases public skepticism was more effective than one that targets already biased agents. Successful counter-campaign strategies required a substantial population of agents to influence other agents to oppose disinformation. These results can be used to inform choices of effective strategies for combating disinformation.

SUBMITTER: Butts DJ

PROVIDER: S-EPMC10618487 | biostudies-literature | 2023 Oct

REPOSITORIES: biostudies-literature

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Mathematical modeling of disinformation and effectiveness of mitigation policies.

Butts David J DJ Bollman Sam A SA Murillo Michael S MS

Scientific reports 20231031 1

Disinformation is spread to manipulate public opinion for malicious purposes. Mathematical modeling was used to examine and optimize several strategies for combating disinformation-content moderation, education, and counter-campaigns. We implemented these strategies in a modified binary agreement model and investigated their impacts on properties of the tipping point. Social interactions were described by weighted, directed, and heterogeneous networks. Real social network data was examined as we ...[more]

PMID: 37907603

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Project description:BackgroundNon-pharmaceutical interventions such as social distancing, school closures and travel restrictions are often implemented to control outbreaks of infectious diseases. For influenza in schools, the Center of Disease Control (CDC) recommends that febrile students remain isolated at home until they have been fever-free for at least one day and a related policy is recommended for SARS-CoV-2 (COVID-19). Other authors proposed using a school week of four or fewer days of in-person instruction for all students to reduce transmission. However, there is limited evidence supporting the effectiveness of these interventions.MethodsWe introduced a mathematical model of school outbreaks that considers both intervention methods. Our model accounts for the school structure and schedule, as well as the time-progression of fever symptoms and viral shedding. The model was validated on outbreaks of seasonal and pandemic influenza and COVID-19 in schools. It was then used to estimate the outbreak curves and the proportion of the population infected (attack rate) under the proposed interventions.ResultsFor influenza, the CDC-recommended one day of post-fever isolation can reduce the attack rate by a median (interquartile range) of 29 (13-59)%. With 2 days of post-fever isolation the attack rate could be reduced by 70 (55-85)%. Alternatively, shortening the school week to 4 and 3 days reduces the attack rate by 73 (64-88)% and 93 (91-97)%, respectively. For COVID-19, application of post-fever isolation policy was found to be less effective and reduced the attack rate by 10 (5-17)% for a 2-day isolation policy and by 14 (5-26)% for 14 days. A 4-day school week would reduce the median attack rate in a COVID-19 outbreak by 57 (52-64)%, while a 3-day school week would reduce it by 81 (79-83)%. In both infections, shortening the school week significantly reduced the duration of outbreaks.ConclusionsShortening the school week could be an important tool for controlling influenza and COVID-19 in schools and similar settings. Additionally, the CDC-recommended post-fever isolation policy for influenza could be enhanced by requiring two days of isolation instead of one.

Project description:Non-pharmaceutical interventions such as social distancing, school closures and travel restrictions are often implemented to control outbreaks of infectious diseases. For influenza in schools, the Center of Disease Control (CDC) recommends that febrile students remain isolated at home until they have been fever-free for at least one day and a related policy is recommended for SARS-CoV2 (COVID-19). Other authors proposed using a school week of four or fewer days of in-person instruction for all students to reduce transmission. However, there is limited evidence supporting the effectiveness of these interventions. We introduced a mathematical model of school outbreaks that considers both intervention methods. Our model accounts for the school structure and schedule, as well as the time-progression of fever symptoms and viral shedding. The model was validated on outbreaks of seasonal and pandemic influenza and COVID-19 in schools. It was then used to estimate the outbreak curves and the proportion of the population infected (attack rate) under the proposed interventions. For influenza, the CDC-recommended one day of post-fever isolation can reduce the attack rate by a median (interquartile range) of 29 (13 - 59)%. With two days of post-fever isolation the attack rate could be reduced by 70 (55 - 85)%. Alternatively, shortening the school week to four and three days reduces the attack rate by 73 (64 - 88)% and 93 (91 - 97)%, respectively. For COVID-19, application of post-fever isolation policy was found to be less effective and reduced the attack rate by 10 (5 - 17)% for a two-day isolation policy and by 14 (5 - 26)% for 14 days. A four-day school week would reduce the median attack rate in a COVID-19 outbreak by 57 (52 - 64)%, while a three-day school week would reduce it by 81 (79 - 83)%. In both infections, shortening the school week significantly reduced the duration of outbreaks. Shortening the school week could be an important tool for controlling influenza and COVID-19 in schools and similar settings. Additionally, the CDC-recommended post-fever isolation policy for influenza could be enhanced by requiring two days of isolation instead of one.

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Mathematical modeling of disinformation and effectiveness of mitigation policies.

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Mathematical modeling of disinformation and effectiveness of mitigation policies.

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