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Online Activity Levels Are Related to Caffeine Dependency
James G Phillips1, C Erik Landhuis2, Daniel Shepherd1
11 Department of Psychology, Auckland University of Technology , Auckland, New Zealand .
Cyberpsychology, Behavior and Social Networking
|April 21, 2016
Summary
Caffeine dependency in students correlates with reduced online learning engagement. This suggests stimulant use can be identified through patterns in Learning Management System activity.
Area of Science:
- Psychology
- Human-Computer Interaction
- Educational Technology
Background:
- Online learning platforms generate vast user data.
- Affective computing aims to recognize emotional states via digital interactions.
- Understanding behavioral markers for stimulant use is crucial.
Purpose of the Study:
- To investigate the relationship between caffeine consumption and online study behavior.
- To explore the potential of online activity as a marker for stimulant use.
Main Methods:
- Sixty-two undergraduate psychology students self-reported daily caffeine intake.
- Student online activity was tracked using a Learning Management System (Blackboard).
Main Results:
- Higher caffeine dependency was linked to decreased time spent online.
- Increased caffeine use correlated with lower file access rates.
- Students with higher caffeine intake completed fewer online learning activities.
Conclusions:
- Online study patterns, such as reduced engagement and activity, may serve as behavioral markers for stimulant (caffeine) use.
- This finding has implications for developing affective computing systems and understanding student behavior in online learning environments.
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