294 lines
6.8 KiB
TeX
294 lines
6.8 KiB
TeX
\documentclass[journal]{IEEEtran}
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\usepackage{amsmath,amsfonts}
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\usepackage{float}
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\usepackage{algorithmic}
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\usepackage{algorithm}
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\usepackage{siunitx}
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\usepackage[normalem]{ulem}
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\usepackage{dsfont}
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\usepackage{mleftright}
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\usepackage{bbm}
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\usepackage{lipsum}
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\usepackage[
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backend=biber,
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style=ieee,
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sorting=nty,
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]{biblatex}
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\usepackage{tikz}
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\usetikzlibrary{spy, arrows.meta,arrows}
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\usepackage{pgfplots}
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\pgfplotsset{compat=newest}
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\usepgfplotslibrary{statistics}
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\usepackage{pgfplotstable}
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\usepackage{filecontents}
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\hyphenation{op-tical net-works semi-conduc-tor IEEE-Xplore}
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%
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%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
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% Inputs & Global Options
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%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
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%
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%
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% Figures
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%
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\input{common.tex}
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\pgfplotsset{colorscheme/rocket}
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\newcommand{\figwidth}{\columnwidth}
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\newcommand{\figheight}{0.5\columnwidth}
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\pgfplotsset{
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FERPlot/.style={
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line width=1pt,
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densely dashed,
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},
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BERPlot/.style={
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line width=1pt,
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},
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DFRPlot/.style={
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only marks,
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},
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}
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%
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% Bibliography
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%
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\addbibresource{paper.bib}
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\AtBeginBibliography{\footnotesize}
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%
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%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
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% Title, Header, Footer, etc.
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%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
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%
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\newcommand\todo[1]{\textcolor{red}{#1}}
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%
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%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
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% Title, Header, Footer, etc.
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%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
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%
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\begin{document}
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\title{The Effect of the Choice of Hydration Strategy on Average Academic
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Performance}
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\author{Some concerned fellow students%
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\thanks{The authors would like to thank their hard-working peers as well as
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the staff of the KIT library for their unknowing - but vital -
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participation.}}
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\markboth{Journal of the International Association of KIT Bibliophiles}{The
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Effect of the Choice of Hydration Strategy on Average Academic Performance}
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\maketitle
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%
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%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
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% Abstract & Index Terms
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%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
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%
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\begin{abstract}
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We evaluate the \todo{\ldots} and project that by using the right button of
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the water dispenser to fill up their water bottles, students can potentially
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gain up to \todo{5 minutes} of study time a day, which is equivalent to
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raising their grades by up to \todo{0.01} levels.
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\end{abstract}
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\begin{IEEEkeywords}
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KIT Library, Academic Performance, Hydration
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\end{IEEEkeywords}
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%
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%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
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% Content
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%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
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%
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%%%%%%%%%%%%%%%%%%%%%%%%%%%
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\section{Introduction}
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\IEEEPARstart{T}{he} concepts of hydration and study have always been tightly
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interwoven. As an example, an investigation was once conducted by Bell Labs
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into the productivity of their employees that found that ``workers with the
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most patents often shared lunch or breakfast with a Bell Labs electrical
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engineer named Harry Nyquist'' \cite{gertner2012idea}, and we presume that
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they also paired their food with something to drink. We can see that
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intellectual achievement and hydration are related even for the most
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prestigious research institutions.
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In this work, we quantify this relationship in the context of studying at the
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KIT library and subsequently develop a novel and broadly applicable strategy
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to leverage it to improve the academic performance of KIT students.
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%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
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\section{Experiment Setup}
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Over a period of \todo{1 week} we monitored the usage of the water dispenser
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on the ground floor of the KIT library. The experiment comprised two parts,
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a system measurement and a recording of the behaviour of participants. The
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system measurement consisted in determining the flow rate of the water
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dispenser. The behavior of the participants we chose to evaluate was their
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choice of hydration strategy, i.e., the tendency to press the left or right
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button of the water dispenser.
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As is always the case with measurements, care must be taken not to alter
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quantities by measuring them. To this end, we made sure only to take system
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measurements in the absence of participants and to only record data on the
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behaviour of participants discreetly.
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% \lipsum[3]
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%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
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\section{Experiment Results}
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\begin{filecontents*}{system.csv}
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4,5
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5,6
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6,7
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6,7
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2,3
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3,4
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8,9
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4,5
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1,2
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2,3
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3,4
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4,5
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\end{filecontents*}
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\begin{filecontents*}{behavior.csv}
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42, 34
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\end{filecontents*}
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\begin{figure}[H]
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\centering
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\begin{tikzpicture}
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% Boxplot groups columns, but we want rows
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\pgfplotstableread[col sep=comma]{system.csv}\systemcsvdata
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\begin{axis}[
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width=0.9\columnwidth,
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height=0.4\columnwidth,
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boxplot/draw direction = x,
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xmajorgrids,
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ytick = {1, 2},
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yticklabels = {Left button, Right button},
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xlabel = {Flowrate (\si{\milli\litre\per\second})},
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]
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\foreach \n in {0,1} {
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\addplot+[boxplot, fill, draw=black] table[x index=\n] {\systemcsvdata};
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}
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\end{axis}
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\end{tikzpicture}
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\caption{\todo{Flow rate of the water dispenser depending on the button pressed.}}
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\label{fig:System}
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\end{figure}
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\todo{TODO: Data collection and plotting}
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\begin{figure}[H]
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\centering
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\begin{tikzpicture}
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% Boxplot groups columns, but we want rows
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\pgfplotstableread[col sep=comma]{system.csv}\systemcsvdata
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\begin{axis}[
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width=0.9\columnwidth,
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height=0.4\columnwidth,
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boxplot/draw direction = x,
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xmajorgrids,
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ytick = {1, 2},
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yticklabels = {Left button, Right button},
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xlabel = {Flowrate (\si{\milli\litre\per\second})},
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]
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\foreach \n in {0,1} {
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\addplot+[boxplot, fill, draw=black] table[x index=\n] {\systemcsvdata};
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}
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\end{axis}
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\end{tikzpicture}
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\caption{\todo{Distribution of the choice of hydration strategy.}}
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\label{fig:Behavior}
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\end{figure}
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\todo{TODO: Data collection and plotting}
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%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
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\section{Discussion}
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\todo{
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\begin{itemize}
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\item Quantify relationship: Compute average time saving by using right
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button $\rightarrow$ translate into grade gain
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\item Develop novel strategy $\equiv$ Use right button
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\end{itemize}
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}
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\todo{
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\begin{itemize}
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\item People using the left button slow down the entire queue
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behind them, not only themselves
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\item Possible sources of error: Limited sample size
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\end{itemize}
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}
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%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
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\section{Conclusion}
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\todo{
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\begin{itemize}
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\item Reiterate discussion resuls: time and grade gain
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\item Further research: People seeing a long queue might
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decide not to fill up their bottles $\rightarrow$ they drink
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less $\rightarrow$ They perform worse academically
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\end{itemize}
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}
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%
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%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
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% Bibliography
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%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
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%
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\printbibliography
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\end{document}
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