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@ -115,7 +115,8 @@ of the Choice of Hydration Strategy on Average Academic Performance}
academic performance and project that by using the right button academic performance and project that by using the right button
of the water dispenser to fill up their water bottles, students of the water dispenser to fill up their water bottles, students
can potentially gain up to \SI{4.14}{\second} of study time per 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} \end{abstract}
\begin{IEEEkeywords} \begin{IEEEkeywords}
@ -153,12 +154,12 @@ performance of KIT students.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Experimental Setup} \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 dispenser on the ground floor of the KIT library at random times
during the day. The experiment comprised two parts, a system during the day. The experiment comprised two parts, a system
measurement to determine the flowrate of the water dispenser, and a measurement to determine the flowrate of the water dispenser, and a
behavioural measurement, i.e., a recording of the choice of hydration behavioural measurement, i.e., a record of participants' chosen
strategy of the participants: $S_\text{L}$ denotes pressing the left hydration strategies: $S_\text{L}$ denotes pressing the left
button of the water dispenser, $S_\text{R}$ the right one, and button of the water dispenser, $S_\text{R}$ the right one, and
$S_\text{B}$ pressing both buttons. $S_\text{B}$ 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 $S_\text{R}$ 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 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 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 $S_\text{R}$ with a significance of $p < 0.0001$, while no
significant statement could be made about $S_\text{R}$ and statistically significant difference was found between $S_\text{R}$ and
$S_\text{B}$. Fig. \ref{fig:Behavior} shows the results of the $S_\text{B}$. The results of the behavioural measurement can be seen in
behavioural measurement. Fig. \ref{fig:Behavior}.
\begin{figure}[H] \begin{figure}[H]
\centering \centering
@ -271,11 +272,11 @@ strategy amounts to $\SI{4.14}{\second}$.
Strangely, it is the consensus of current research that there is only Strangely, it is the consensus of current research that there is only
a weak relationship between academic performance and hours studied a weak relationship between academic performance and hours studied
\cite{plant_why_2005}. The largest investigation into the matter \cite{plant_why_2005}. Observing Figure 1 in
found a correlation of $\rho = 0.18$ \cite{schuman_effort_1985} \cite[p. 950]{schuman_effort_1985} and performing a linear regression,
between GPA and average time spend studying per day. Using a rather we quantified the grade gain per additional hour studied as
high estimate of 5 refills per day, we predict a possible grade gain $\SI{0.054}{points/hour}$. Using an estimate of 5 refills per day, we
of up to $0.00103$ points. thus predict a possible gain of up to $0.0003$ points.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Discussion and Conclusion} \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 affects average academic performance. We found that always choosing
to press the right button leads to an average time gain of to press the right button leads to an average time gain of
\SI{4.14}{\second} per refill, which translates into a grade \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 broadly applicable strategy to boost the average academic performance
of KIT students: always using the right button. of KIT students: always using the right button.
@ -302,3 +303,4 @@ of KIT students: always using the right button.
\printbibliography \printbibliography
\end{document} \end{document}