an.tsouchlos/bib-paper
1
0
Fork 0
Code Issues Pull Requests Actions Packages Projects Releases 3 Wiki Activity

Finish content of paper

Browse Source
This commit is contained in:
Andreas Tsouchlos 2025-09-28 16:03:41 +02:00
parent 90c0cc7b14
commit 5eb9cc7141
1 changed files with 16 additions and 14 deletions
Show Stats Download Patch File Download Diff File Expand all files Collapse all files

30
paper.tex
View File

@ -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}