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paper.tex
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@ -2,6 +2,7 @@
\usepackage{amsmath,amsfonts}
\usepackage{float}
\usepackage{titlesec}
\usepackage{algorithmic}
\usepackage{algorithm}
\usepackage{siunitx}
@ -27,6 +28,32 @@
\hyphenation{op-tical net-works semi-conduc-tor IEEE-Xplore}
%
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
% Template modifications
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
%
\titlespacing*{\section}
{0mm}{3mm}{1mm}
\makeatletter
\def\@maketitle{%
\newpage
\null
\vspace*{-4mm}
\begin{center}%
{\Huge \linespread{0.9}\selectfont \@title \par}%
{\large
\lineskip .5em%
\begin{tabular}[t]{c}%
\@author
\end{tabular}\par}%
\end{center}%
\vspace*{-8mm}
}
\makeatother
%
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
% Inputs & Global Options
@ -64,9 +91,7 @@
\AtBeginBibliography{\footnotesize}
%
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
% Title, Header, Footer, etc.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
% Custom commands
%
\newcommand\todo[1]{\textcolor{red}{#1}}
@ -79,7 +104,8 @@
\begin{document}
\title{The Effect of the Choice of Hydration Strategy on Average Academic
\title{\vspace{-3mm}The Effect of the Choice of Hydration Strategy on
Average Academic
Performance}
\author{Some concerned fellow students%
@ -98,11 +124,13 @@ Effect of the Choice of Hydration Strategy on Average Academic Performance}
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
%
% \vspace*{-10mm}
\begin{abstract}
We evaluate the \todo{\ldots} and project that by using the right button of
the water dispenser to fill up their water bottles, students can potentially
gain up to \todo{5 minutes} of study time a day, which is equivalent to
raising their grades by up to \todo{0.01} levels.
raising their grades by up to \todo{0.01} points.
\end{abstract}
\begin{IEEEkeywords}
@ -115,7 +143,7 @@ Effect of the Choice of Hydration Strategy on Average Academic Performance}
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
%
\vspace*{-1mm}
\vspace*{-5mm}
%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Introduction}
@ -161,6 +189,7 @@ for the behavioral measurement $113$ in total.
\begin{figure}[H]
\centering
\vspace*{-4mm}
\begin{tikzpicture}
\begin{axis}[
width=0.8\columnwidth,
@ -191,11 +220,25 @@ for the behavioral measurement $113$ in total.
\caption{Flow rate of the water dispenser depending on the
hydration strategy.}
\label{fig:System}
\vspace*{-2mm}
\end{figure}
\begin{figure}
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 $S_\text{R}$ 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 behavioral measurement.
% During this part of the experiment, we also measured the time each participant
% needed to fill up their bottle. Using the measured flowrates we calculated
% the mean refill volume to be $\SI{673.92}{\milli\liter}$.
\begin{figure}[H]
\centering
\vspace*{-2mm}
\begin{tikzpicture}
\begin{axis}[
ybar,
@ -224,20 +267,8 @@ for the behavioral measurement $113$ in total.
\label{fig:Behavior}
\end{figure}
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 $S_\text{R}$ 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 behavioral measurement.
% During this part of the experiment, we also measured the time each participant
% needed to fill up their bottle. Using the measured flowrates we calculated
% the mean refill volume to be $\SI{673.92}{\milli\liter}$.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Discussion}
\section{Modelling}
We can consider the water dispenser and students as comprising a queueing
system, specifically an M/G/1 queue \cite{stewart_probability_2009}.
@ -252,7 +283,8 @@ where $S$ denotes the service time (i.e., the time spent refilling a bottle),
$\lambda$ the mean arrival time, and $\rho = \lambda \cdot E\mleft\{
S \mright\}$ the system utilization. Using our
experimental data we can approximate all parameters and obtain
\todo{$W \approx 123$}.
\todo{$W \approx \SI{4}{\second}$}. The difference to always using
the fastest strategy can be calculated as \todo{$\SI{5}{\second}$}.
% We examine the effects of the choice of hydration strategy. To
% this end, we start by estimating the potential time savings possible by always
% choosing the fastest strategy:%
@ -290,31 +322,45 @@ experimental data we can approximate all parameters and obtain
% Using our experimental measurements we estimate $\todo{\Delta t =
% \SI{20}{\second}}$
Many attempts have been made in the literature to relate the time spent
studying to academic achievement - see, e.g.
\cite{schuman_effort_1985, zulauf_use_1999, michaels_academic_1989,
dickinson_effect_1990}.
The overwhelming consensus is that there is a significant relationship,
though it is a weak one.
Strangely, it is the consensus of current research that there is only
a weak relationship between academic performance and invested time
\cite{plant_why_2005}. Using the highest determined correlation we
could find, \todo{$\rho = 0.18$ \cite{schuman_effort_1985}}, we
estimate an upper bound on the possible grade gain of \todo{0.001}.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Discussion and Conclusion}
Further research is needed to consolidate and expand on the results
of this paper, e.g., by expanding on the modelling of the arrival
process or further investigating the relationship between the study
time and the resulting grade for the target demographic.
Nevertheless, we believe this study serves as a solid first step
towards the optimization of the study behaviour of KIT students and
thus the betterment of society in general.
% Many attempts have been made in the literature to relate
% the time spent studying to academic achievement - see, e.g.
% \cite{schuman_effort_1985, zulauf_use_1999, michaels_academic_1989,
% dickinson_effect_1990}.
% The overwhelming consensus is that there is a significant relationship,
% though it is a weak one.
%
\todo{
\begin{itemize}
\item Compute possible grade gain
\end{itemize}}
%Many of the studies were only performed over
% a period of one week or even day, so we believe care should be taken when
% generlizing these results. Nevertheless, the overwhelming consensus in the
% literature is that a significant relationship exists, though it is a weak one.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Conclusion}
% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
% \section{Conclusion}
In this study, we investigated how the choice of hydration strategy affects
the average academic performance. We found that always choosing to
press the right button leads to an average time gain of \todo{\SI{10}{\second}}
per day, which translates into a grade improvement of $\todo{0.001}$ levels.
We thus propose a novel and broadly applicable strategy to boost the average
academic performance of KIT students: always pressing the right button.
In this study, we investigated how the choice of hydration strategy
affects the average academic performance. We found that always
choosing to press the right button leads to an average time gain of
\todo{\SI{10}{\second}} \todo{per day}, which translates into a grade
improvement of $\todo{0.001}$ levels. We thus propose a novel and
broadly applicable strategy to boost the average academic performance
of KIT students: always pressing the right button.
% Further research is needed to develop a better model of how the choice of
% hydration strategy is related to academic performance. We