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@ -36,8 +36,7 @@
% TODO: "The right strategy" pun % TODO: "The right strategy" pun
\titlespacing*{\section} \titlespacing*{\section}{0mm}{3mm}{1mm}
{0mm}{3mm}{1mm}
\makeatletter \makeatletter
\def\@maketitle{% \def\@maketitle{%
@ -46,11 +45,11 @@
\vspace*{-4mm} \vspace*{-4mm}
\begin{center}% \begin{center}%
{\Huge \linespread{0.9}\selectfont \@title \par}% {\Huge \linespread{0.9}\selectfont \@title \par}%
{\large {\large \lineskip .5em%
\lineskip .5em%
\begin{tabular}[t]{c}% \begin{tabular}[t]{c}%
\@author \@author
\end{tabular}\par}% \end{tabular}
\par}%
\end{center}% \end{center}%
\vspace*{-8mm} \vspace*{-8mm}
} }
@ -111,12 +110,12 @@
Performance} Performance}
\author{Some concerned fellow students% \author{Some concerned fellow students%
\thanks{The authors would like to thank their hard-working peers as well as \thanks{The authors would like to thank their hard-working peers as
the staff of the KIT library for their unknowing - but vital - well as the staff of the KIT library for their unknowing - but vital
participation.}} - participation.}}
\markboth{Journal of the Association of KIT Bibliophiles}{The \markboth{Journal of the Association of KIT Bibliophiles}{The Effect
Effect of the Choice of Hydration Strategy on Average Academic Performance} of the Choice of Hydration Strategy on Average Academic Performance}
\maketitle \maketitle
@ -128,10 +127,10 @@ Effect of the Choice of Hydration Strategy on Average Academic Performance}
\begin{abstract} \begin{abstract}
We evaluate the relationship between hydration strategy and We evaluate the relationship between hydration strategy and
academic performance and project that by using the right button of academic performance and project that by using the right button
the water dispenser to fill up their water bottles, students can potentially of the water dispenser to fill up their water bottles, students
gain up to \SI{4.14}{\second} of study time per refill, which is amounts to can potentially gain up to \SI{4.14}{\second} of study time per
raising their grades by up to 0.00103 points. refill, which is amounts to raising their grades by up to 0.00103 points.
\end{abstract} \end{abstract}
\begin{IEEEkeywords} \begin{IEEEkeywords}
@ -149,33 +148,35 @@ Effect of the Choice of Hydration Strategy on Average Academic Performance}
%%%%%%%%%%%%%%%%%%%%%%%%%%% %%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Introduction} \section{Introduction}
\IEEEPARstart{T}{he} concepts of hydration and study have always been tightly \IEEEPARstart{T}{he} concepts of hydration and study have always been
interwoven. As an example, an investigation was once conducted by Bell Labs tightly interwoven. As an example, an investigation was once
into the productivity of their employees that found that ``workers with the conducted by Bell Labs into the productivity of their employees that
most patents often shared lunch or breakfast with a Bell Labs electrical found that ``workers with the most patents often shared lunch or
engineer named Harry Nyquist'' \cite{gertner_idea_2012}, and we presume that breakfast with a Bell Labs electrical engineer named Harry Nyquist''
they also paired their food with something to drink. We can see that \cite{gertner_idea_2012}, and we presume that they also paired their
intellectual achievement and fluid consumption are related even for the most food with something to drink. We can see that intellectual
achievement and fluid consumption are related even for the most
prestigious research institutions. prestigious research institutions.
In this work, we quantify this relationship in the context of studying at the In this work, we quantify this relationship in the context of
KIT library and subsequently develop a novel and broadly applicable strategy studying at the KIT library and subsequently develop a novel and
to leverage it to improve the academic performance of KIT students. broadly applicable strategy to leverage it to improve the academic
performance of KIT students.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Experimental Setup} \section{Experimental Setup}
Over a period of one week, we monitored the usage of the water dispenser Over a period of one week, we monitored the usage of the water
on the ground floor of the KIT library at random times during the day. dispenser on the ground floor of the KIT library at random times
The experiment comprised two parts, a system measurement to determine the during the day. The experiment comprised two parts, a system
flowrate of the water dispenser, and a behavioural measurement, i.e., measurement to determine the flowrate of the water dispenser, and a
a recording behavioural measurement, i.e., a recording of the choice of hydration
of the choice of hydration strategy of the participants: $S_\text{L}$ denotes strategy of the participants: $S_\text{L}$ denotes pressing the left
pressing the left button of the water dispenser, $S_\text{R}$ the right one, button of the water dispenser, $S_\text{R}$ the right one, and
and $S_\text{B}$ pressing both buttons. $S_\text{B}$ pressing both buttons.
For the system measurement $10$ datapoints were recorded for each strategy, For the system measurement $10$ datapoints were recorded for each
for the behavioural measurement $113$ in total. strategy, for the behavioural measurement $113$ in total.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Experimental Results} \section{Experimental Results}
@ -217,14 +218,15 @@ for the behavioural measurement $113$ in total.
\vspace*{-2mm} \vspace*{-2mm}
\end{figure} \end{figure}
Fig. \ref{fig:System} shows the results of the system measurement. Fig. \ref{fig:System} shows the results of the system measurement. We
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 a Mann unknown distribution, the test we chose to verify this observation is
Whitney U test. We found that $S _\text{L}$ is faster than $S_\text{R}$ with a a Mann Whitney U test. We found that $S _\text{L}$ is faster than
significance of $p < 0.0001$, while no significant statement could be made $S_\text{R}$ with a significance of $p < 0.0001$, while no
about $S_\text{R}$ and $S_\text{B}$. significant statement could be made about $S_\text{R}$ and
Fig. \ref{fig:Behavior} shows the results of the behavioural measurement. $S_\text{B}$. Fig. \ref{fig:Behavior} shows the results of the
behavioural measurement.
\begin{figure}[H] \begin{figure}[H]
\centering \centering
@ -261,29 +263,32 @@ Fig. \ref{fig:Behavior} shows the results of the behavioural measurement.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Modelling} \section{Modelling}
We can consider the water dispenser and students as comprising a queueing We can consider the water dispenser and students as comprising a
system, specifically an M/G/1 queue \cite{stewart_probability_2009}. queueing system, specifically an M/G/1 queue
The expected response time, i.e., the time spent waiting as well as \cite{stewart_probability_2009}. The expected response time, i.e.,
the time dispensing water, is \cite[Section 14.3]{stewart_probability_2009}% the time spent waiting as well as the time dispensing water, is
\cite[Section 14.3]{stewart_probability_2009}%
%
\begin{align*} \begin{align*}
W = E\mleft\{ S \mright\} + \frac{\lambda E\mleft\{ S^2 W = E\mleft\{ S \mright\} + \frac{\lambda E\mleft\{ S^2
\mright\}}{2\mleft( 1-\rho \mright)} \mright\}}{2\mleft( 1-\rho \mright)}
,% ,%
\end{align*}% \end{align*}%
where $S$ denotes the service time (i.e., the time spent refilling a bottle), %
$\lambda$ the mean arrival rate, and $\rho = \lambda \cdot E\mleft\{ where $S$ denotes the service time (i.e., the time spent refilling a
S \mright\}$ the system utilization. Using our bottle), $\lambda$ the mean arrival rate, and $\rho = \lambda \cdot
experimental data we can approximate all parameters and obtain E\mleft\{ S \mright\}$ the system utilization. Using our experimental
$W \approx \SI{23.3}{\second}$. The difference to always using data we can approximate all parameters and obtain $W \approx
the fastest strategy amounts to $\SI{4.14}{\second}$. \SI{23.3}{\second}$. The difference to always using the fastest
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}. \cite{plant_why_2005}. The largest investigation into the matter
The largest investigation into the matter found a correlation of found a correlation of $\rho = 0.18$ \cite{schuman_effort_1985}
$\rho = 0.18$ \cite{schuman_effort_1985} between GPA and average time between GPA and average time spend studying per day. Using a rather
spend studying per day. Using a rather high estimate of 5 refills per high estimate of 5 refills per day, we predict a possible grade gain
day, we predict a possible grade gain of up to $0.00103$ points. of up to $0.00103$ points.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Discussion and Conclusion} \section{Discussion and Conclusion}
@ -293,12 +298,9 @@ arrival process and the relationship between the response time gain
the grade gain. Nevertheless, we believe this work serves as a solid the grade gain. Nevertheless, we believe this work serves as a solid
first step on the path towards achieving optimal study behaviour. first step on the path towards achieving optimal study behaviour.
% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
% \section{Conclusion}
In this study, we investigated how the choice of hydration strategy In this study, we investigated how the choice of hydration strategy
affects average academic performance. We found that always affects average academic performance. We found that always choosing
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 $0.00103$ levels. We thus propose a novel and
broadly applicable strategy to boost the average academic performance broadly applicable strategy to boost the average academic performance