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@ -36,8 +36,7 @@
% TODO: "The right strategy" pun
\titlespacing*{\section}
{0mm}{3mm}{1mm}
\titlespacing*{\section}{0mm}{3mm}{1mm}
\makeatletter
\def\@maketitle{%
@ -46,11 +45,11 @@
\vspace*{-4mm}
\begin{center}%
{\Huge \linespread{0.9}\selectfont \@title \par}%
{\large
\lineskip .5em%
{\large \lineskip .5em%
\begin{tabular}[t]{c}%
\@author
\end{tabular}\par}%
\end{tabular}
\par}%
\end{center}%
\vspace*{-8mm}
}
@ -111,12 +110,12 @@
Performance}
\author{Some concerned fellow students%
\thanks{The authors would like to thank their hard-working peers as well as
the staff of the KIT library for their unknowing - but vital -
participation.}}
\thanks{The authors would like to thank their hard-working peers as
well as the staff of the KIT library for their unknowing - but vital
- participation.}}
\markboth{Journal of the Association of KIT Bibliophiles}{The
Effect of the Choice of Hydration Strategy on Average Academic Performance}
\markboth{Journal of the Association of KIT Bibliophiles}{The Effect
of the Choice of Hydration Strategy on Average Academic Performance}
\maketitle
@ -128,10 +127,10 @@ Effect of the Choice of Hydration Strategy on Average Academic Performance}
\begin{abstract}
We evaluate the relationship between hydration strategy and
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.
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.
\end{abstract}
\begin{IEEEkeywords}
@ -149,33 +148,35 @@ Effect of the Choice of Hydration Strategy on Average Academic Performance}
%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Introduction}
\IEEEPARstart{T}{he} concepts of hydration and study have always been tightly
interwoven. As an example, an investigation was once conducted by Bell Labs
into the productivity of their employees that found that ``workers with the
most patents often shared lunch or breakfast with a Bell Labs electrical
engineer named Harry Nyquist'' \cite{gertner_idea_2012}, and we presume that
they also paired their food with something to drink. We can see that
intellectual achievement and fluid consumption are related even for the most
\IEEEPARstart{T}{he} concepts of hydration and study have always been
tightly interwoven. As an example, an investigation was once
conducted by Bell Labs into the productivity of their employees that
found that ``workers with the most patents often shared lunch or
breakfast with a Bell Labs electrical engineer named Harry Nyquist''
\cite{gertner_idea_2012}, and we presume that they also paired their
food with something to drink. We can see that intellectual
achievement and fluid consumption are related even for the most
prestigious research institutions.
In this work, we quantify this relationship in the context of studying at the
KIT library and subsequently develop a novel and broadly applicable strategy
to leverage it to improve the academic performance of KIT students.
In this work, we quantify this relationship in the context of
studying at the KIT library and subsequently develop a novel and
broadly applicable strategy to leverage it to improve the academic
performance of KIT students.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Experimental Setup}
Over a period of one week, we monitored the usage 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 button of the water dispenser, $S_\text{R}$ the right one,
and $S_\text{B}$ pressing both buttons.
Over a period of one week, we monitored the usage 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
button of the water dispenser, $S_\text{R}$ the right one, and
$S_\text{B}$ pressing both buttons.
For the system measurement $10$ datapoints were recorded for each strategy,
for the behavioural measurement $113$ in total.
For the system measurement $10$ datapoints were recorded for each
strategy, for the behavioural measurement $113$ in total.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Experimental Results}
@ -217,14 +218,15 @@ for the behavioural measurement $113$ in total.
\vspace*{-2mm}
\end{figure}
Fig. \ref{fig:System} shows the results of the system measurement.
We observe that $S_\text{L}$ is the slowest strategy, while $S_\text{R}$
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 behavioural measurement.
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
behavioural measurement.
\begin{figure}[H]
\centering
@ -261,29 +263,32 @@ Fig. \ref{fig:Behavior} shows the results of the behavioural measurement.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\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}.
The expected response time, i.e., the time spent waiting as well as
the time dispensing water, is \cite[Section 14.3]{stewart_probability_2009}%
We can consider the water dispenser and students as comprising a
queueing system, specifically an M/G/1 queue
\cite{stewart_probability_2009}. The expected response time, i.e.,
the time spent waiting as well as the time dispensing water, is
\cite[Section 14.3]{stewart_probability_2009}%
%
\begin{align*}
W = E\mleft\{ S \mright\} + \frac{\lambda E\mleft\{ S^2
\mright\}}{2\mleft( 1-\rho \mright)}
,%
\end{align*}%
where $S$ denotes the service time (i.e., the time spent refilling a bottle),
$\lambda$ the mean arrival rate, and $\rho = \lambda \cdot E\mleft\{
S \mright\}$ the system utilization. Using our
experimental data we can approximate all parameters and obtain
$W \approx \SI{23.3}{\second}$. The difference to always using
the fastest strategy amounts to $\SI{4.14}{\second}$.
%
where $S$ denotes the service time (i.e., the time spent refilling a
bottle), $\lambda$ the mean arrival rate, and $\rho = \lambda \cdot
E\mleft\{ S \mright\}$ the system utilization. Using our experimental
data we can approximate all parameters and obtain $W \approx
\SI{23.3}{\second}$. 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
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}. 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.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\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
first step on the path towards achieving optimal study behaviour.
% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
% \section{Conclusion}
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
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
broadly applicable strategy to boost the average academic performance