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@ -129,10 +129,11 @@ 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
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 \todo{5 minutes} of study time a day, which is equivalent to
raising their grades by up to \todo{0.01} points.
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}
@ -169,13 +170,14 @@ to leverage it to improve the academic performance of KIT students.
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 behavioral measurement, i.e., a recording
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 behavioral measurement $113$ in total.
for the behavioural measurement $113$ in total.
% As is always the case with measurements, care must be taken not to alter
% quantities by measuring them. To this end, we made sure only to take system
@ -232,7 +234,7 @@ 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.
Fig. \ref{fig:Behavior} shows the results of the behavioural 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 $\SI{673.92}{\milli\liter}$.
@ -325,21 +327,20 @@ the fastest strategy amounts to $\SI{4.14}{\second}$.
% \SI{20}{\second}}$
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}.
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.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\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.
Further research is needed, particularly on the modelling of the
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.
% Many attempts have been made in the literature to relate
% the time spent studying to academic achievement - see, e.g.
@ -357,12 +358,12 @@ thus the betterment of society in general.
% \section{Conclusion}
In this study, we investigated how the choice of hydration strategy
affects the average academic performance. We found that always
affects 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
\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
of KIT students: always pressing the right button.
of KIT students: always using 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