\documentclass[journal]{IEEEtran}


\usepackage{amsmath,amsfonts}
\usepackage{float}
\usepackage{algorithmic}
\usepackage{algorithm}
\usepackage{siunitx}
\usepackage[normalem]{ulem}
\usepackage{dsfont}
\usepackage{mleftright}
\usepackage{bbm}
\usepackage[
	backend=biber,
	style=ieee,
	sorting=nty,
]{biblatex}


\usepackage{tikz}
\usetikzlibrary{spy, arrows.meta,arrows}

\usepackage{pgfplots}
\pgfplotsset{compat=newest}
\usepgfplotslibrary{statistics}

\usepackage{pgfplotstable}
\usepackage{filecontents}

\hyphenation{op-tical net-works semi-conduc-tor IEEE-Xplore}


%
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
% Inputs & Global Options
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
%


%
% Figures
%

\input{common.tex}
\pgfplotsset{colorscheme/rocket}

\newcommand{\figwidth}{\columnwidth}
    \newcommand{\figheight}{0.5\columnwidth}

\pgfplotsset{
	FERPlot/.style={
		line width=1pt,
		densely dashed,
	},
	BERPlot/.style={
		line width=1pt,
	},
	DFRPlot/.style={
		only marks,
	},
}

%
% Bibliography
%

\addbibresource{paper.bib}
\AtBeginBibliography{\footnotesize}


%
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
% Title, Header, Footer, etc.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
%


\newcommand\todo[1]{\textcolor{red}{#1}} 


%
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
% Title, Header, Footer, etc.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
%


\begin{document}


\title{The Effect of the Choice of Hydration Strategy on Average Academic
    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.}}

\markboth{Journal of the Association of KIT Bibliophiles}{The
    Effect of the Choice of Hydration Strategy on Average Academic Performance}

\maketitle


%
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
% Abstract & Index Terms
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
%


\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.
\end{abstract}

\begin{IEEEkeywords}
    KIT Library, Academic Performance, Hydration
\end{IEEEkeywords}


%
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
% Content
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
%


\vspace*{-1mm}


%%%%%%%%%%%%%%%%%%%%%%%%%%%
\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 hydration 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.


%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\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 behavioral 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.

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
measurements in the absence of participants and to only record data on the
behaviour of participants discreetly.

% TODO: Describe the actual measurement setup? (e.g., filling up a 0.7l bottle
% and timing with a standard smartphone timer)


%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Experimental Results}


\begin{figure}[H]
    \centering

    \begin{tikzpicture}
        \begin{axis}[
            width=0.85\columnwidth,
            height=0.4\columnwidth,
            boxplot/draw direction = x,
            grid,
            ytick = {1, 2, 3},
            yticklabels = {$S_\text{B}$ (Both buttons), $S_\text{R}$ (Right button), $S_\text{L}$ (Left button)},
            xlabel = {Flowrate (\si{\milli\litre\per\second})},
        ]
            \addplot[boxplot, fill, scol1, draw=black]
                table[col sep=comma, x=flowrate]
                    {res/flowrate_both.csv};

            \addplot[boxplot, fill, scol2, draw=black]
                table[col sep=comma, x=flowrate]
                    {res/flowrate_right.csv};

            \addplot[boxplot, fill, scol3, draw=black]
                table[col sep=comma, x=flowrate]
                    {res/flowrate_left.csv};
        \end{axis}
    \end{tikzpicture}

    \caption{Flow rate of the water dispenser depending on the button pressed.}
    \label{fig:System}
\end{figure}

\begin{figure}[H]
    \centering

    \begin{tikzpicture}
        \begin{axis}[
            ybar,
            bar width=15mm,
            width=\columnwidth,
            height=0.4\columnwidth,
            area style,
            xtick = {0, 1, 2},
            grid,
            ymin = 0,
            enlarge x limits=0.3,
            xticklabels = {Left button, Right button, Both buttons},
            ylabel = {No. of presses},
        ]
            \addplot+[ybar,mark=no,fill=scol1] table[skip first n=1, col sep=comma, x=button, y=count]
                {res/left_right_distribution.csv};
        \end{axis}
    \end{tikzpicture}

    \caption{Distribution of the choice of hydration strategy.}
    \label{fig:Behavior}
\end{figure}

Fig. \ref{fig:System} indicates that $S_\text{L}$ is the slowest
strategy, while $S_\text{R}$ and $S_\text{B}$ are similar.
Due to the small sample size ($N=10$) 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
$S_\text{B}$.


%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Discussion}


We examine the effects of the choice of hydration strategy. To
this end, we first estimate the amount of time saved by choosing a certain
strategy and relate that to a possible gain in academic performance, i.e.,
grades.%
%
\todo{
\begin{itemize}
    \item ``We measured the average bottle size''
    \item Quantify relationship: Compute average time saving by using right
        button $\rightarrow$ translate into grade gain
    \item People using the left button slow down the entire queue
        behind them, not only themselves
\end{itemize}
}%

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.
%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}


In this study, we investigated how the choice of hydration strategy affects
the average academic performance of a student. 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.

Further research is needed to develop a better model of how the choice of
hydration strategy is related to academic performance. We
suspect that there is a compounding effect that leads to $S_\text{L}$ being an
even worse choice of hydration strategy: When the queue is long, students are
less likely to refill their empty water bottles, leading to reduced mental
ability. Nevertheless, we believe that with this work we have laid a solid
foundation and hope that our results will find widespread acceptance among the
local student population.


%
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
% Bibliography
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
%


\printbibliography


\end{document}