Close contact behavior-based COVID-19 transmission and interventions in a subway system

Liu, Xiyue; Dou, Zhiyang; Wang, Lei; Su, Bing; Jin, Tianyi; Guo, Yong; Wei, Jianjian; Zhang, Nan

doi:10.1016/j.jhazmat.2022.129233

Cited by 14 publications

(3 citation statements)

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“…However, video data for each indoor environment are not always available, and the accuracy of the data is limited since such an approach is subject to human error. Our wearable device that is based on depth image determination and semi-supervised learning can automatically obtain the close contact behaviors mentioned above, with fine spatial (1 mm) and temporal (1/6 s) resolution ( 8 , 14 ). Therefore, our proposed human behavior detection method can overcome the shortcomings mentioned above.…”

Section: Discussionmentioning

confidence: 99%

“…This has a direct impact on exposure to infectious pathogens, so understanding the characteristics of close contact behaviors is essential for evaluating the potential for virus transmission in specific environments ( 6 ). To the best of our knowledge, no previous studies have focused on infection spread via the close contact route in classrooms ( 7 ), mainly due to the absence of reliable and convenient equipment to record human close contact behavior ( 8 ).…”

Section: Introductionmentioning

confidence: 99%

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Student close contact behavior and COVID-19 transmission in China's classrooms

et al. 2023

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Classrooms are high-risk indoor environments, so analysis of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) transmission in classrooms is important for determining optimal interventions. Due to the absence of human behavior data, it is challenging to accurately determine virus exposure in classrooms. A wearable device for close contact behavior detection was developed, and we recorded >250,000 data points of close contact behaviors of students from grades 1 to 12. Combined with a survey on students' behaviors, we analyzed virus transmission in classrooms. Close contact rates for students were 37 ± 11% during classes and 48 ± 13% during breaks. Students in lower grades had higher close contact rates and virus transmission potential. The long-range airborne transmission route is dominant, accounting for 90 ± 3.6% and 75 ± 7.7% with and without mask wearing, respectively. During breaks, the short-range airborne route became more important, contributing 48 ± 3.1% in grades 1 to 9 (without wearing masks). Ventilation alone cannot always meet the demands of COVID-19 control; 30 m3/h/person is suggested as the threshold outdoor air ventilation rate in a classroom. This study provides scientific support for COVID-19 prevention and control in classrooms, and our proposed human behavior detection and analysis methods offer a powerful tool to understand virus transmission characteristics and can be employed in various indoor environments.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Student close contact behavior and COVID-19 transmission in China's classrooms

et al. 2023

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“…The social level includes any encounter and interaction between two potential hosts, which may involve a risk of exposure. Most commonly, the interactions involving transmission take place between close contacts meeting indoors [54] or interacting for prolonged times, such as between family members, friends, colleagues, or students [55]. The social level comprises various subsystems organized in a society, which is the highest level in this analysis, and can be considered as a complex system as well [44].…”

Section: The System and Its Partsmentioning

confidence: 99%

Addressing Complexity in the Pandemic Context: How Systems Thinking Can Facilitate Understanding of Design Aspects for Preventive Technologies

Zetterholm

Jokela

2023

Informatics

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The COVID-19 pandemic constitutes a wicked problem that is defined by rapidly evolving and dynamic conditions, where the physical world changes (e.g., pathogens mutate) and, in parallel, our understanding and knowledge rapidly progress. Various preventive measures have been developed or proposed to manage the situation, including digital preventive technologies to support contact tracing or physical distancing. The complexity of the pandemic and the rapidly evolving nature of the situation pose challenges for the design of effective preventive technologies. The aim of this conceptual paper is to apply a systems thinking model, DSRP (distinctions, systems, relations, perspectives) to explain the underlying assumptions, patterns, and connections of the pandemic domain, as well as to identify potential leverage points for design of preventive technologies. Two different design approaches, contact tracing and nudging for distance, are compared, focusing on how their design and preventive logic are related to system complexity. The analysis explains why a contact tracing technology involves more complexity, which can challenge both implementation and user understanding. A system utilizing nudges can operate using a more distinct system boundary, which can benefit understanding and implementation. However, frequent nudges might pose challenges for user experience. This further implies that these technologies have different contextual requirements and are useful at different levels in society. The main contribution of this work is to show how systems thinking can organize our understanding and guide the design of preventive technologies in the context of epidemics and pandemics.

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