From 5eb9cc71417113302b46f7844ce545ccdc080343 Mon Sep 17 00:00:00 2001 From: Andreas Tsouchlos Date: Sun, 28 Sep 2025 16:03:41 +0200 Subject: [PATCH] Finish content of paper --- paper.tex | 30 ++++++++++++++++-------------- 1 file changed, 16 insertions(+), 14 deletions(-) diff --git a/paper.tex b/paper.tex index cd682ac..73084ca 100644 --- a/paper.tex +++ b/paper.tex @@ -115,7 +115,8 @@ of the Choice of Hydration Strategy on Average Academic Performance} academic performance and project that by using the right button of the water dispenser to fill up their water bottles, students can potentially gain up to \SI{4.14}{\second} of study time per - refill, which is amounts to raising their grades by up to 0.00103 points. + refill, which amounts to raising their grades by up to + $0.0003$ points. \end{abstract} \begin{IEEEkeywords} @@ -153,12 +154,12 @@ performance of KIT students. %%%%%%%%%%%%%%%%%%%%%%%%%%%%% \section{Experimental Setup} -Over a period of one week, we monitored the usage of the water +Over a period of one week, we monitored the use of the water dispenser on the ground floor of the KIT library at random times during the day. The experiment comprised two parts, a system measurement to determine the flowrate of the water dispenser, and a -behavioural measurement, i.e., a recording of the choice of hydration -strategy of the participants: $S_\text{L}$ denotes pressing the left +behavioural measurement, i.e., a record of participants' chosen +hydration strategies: $S_\text{L}$ denotes pressing the left button of the water dispenser, $S_\text{R}$ the right one, and $S_\text{B}$ pressing both buttons. @@ -209,11 +210,11 @@ Fig. \ref{fig:System} shows the results of the system measurement. We observe that $S_\text{L}$ is the slowest strategy, while $S_\text{R}$ and $S_\text{B}$ are similar. Due to the small sample size and the unknown distribution, the test we chose to verify this observation is -a Mann Whitney U test. We found that $S _\text{L}$ is faster than +a Mann Whitney U test. We found that $S _\text{L}$ was slower than $S_\text{R}$ with a significance of $p < 0.0001$, while no -significant statement could be made about $S_\text{R}$ and -$S_\text{B}$. Fig. \ref{fig:Behavior} shows the results of the -behavioural measurement. +statistically significant difference was found between $S_\text{R}$ and +$S_\text{B}$. The results of the behavioural measurement can be seen in +Fig. \ref{fig:Behavior}. \begin{figure}[H] \centering @@ -271,11 +272,11 @@ strategy amounts to $\SI{4.14}{\second}$. Strangely, it is the consensus of current research that there is only a weak relationship between academic performance and hours studied -\cite{plant_why_2005}. The largest investigation into the matter -found a correlation of $\rho = 0.18$ \cite{schuman_effort_1985} -between GPA and average time spend studying per day. Using a rather -high estimate of 5 refills per day, we predict a possible grade gain -of up to $0.00103$ points. +\cite{plant_why_2005}. Observing Figure 1 in +\cite[p. 950]{schuman_effort_1985} and performing a linear regression, +we quantified the grade gain per additional hour studied as +$\SI{0.054}{points/hour}$. Using an estimate of 5 refills per day, we +thus predict a possible gain of up to $0.0003$ points. %%%%%%%%%%%%%%%%%%%%%%%%%%%%% \section{Discussion and Conclusion} @@ -289,7 +290,7 @@ In this study, we investigated how the choice of hydration strategy affects average academic performance. We found that always choosing to press the right button leads to an average time gain of \SI{4.14}{\second} per refill, which translates into a grade -improvement of up to $0.00103$ levels. We thus propose a novel and +improvement of up to $0.0003$ points. We thus propose a novel and broadly applicable strategy to boost the average academic performance of KIT students: always using the right button. @@ -302,3 +303,4 @@ of KIT students: always using the right button. \printbibliography \end{document} +