Abstract:

In a previous study, we developed systems with several functions, such as simulation of legal texts as logic circuits, and we revealed that engineering students studying intellectual property law have various preferences for the learning support systems. The study also showed that there were differences in individuals’ ability to train on each system.

In this study, we classified students on several dimensions with respect to the knowledge acquisition process for intellectual property law and found that there are adaptive systems for each student. We consider the knowledge acquisition process to have four dimensions, as listed below:
1. Learning style:
(a) Acquiring knowledge by attempting to solve exercises.
(b) Attempting to solve exercises only after thoroughly understanding the theory.
2. Ability to read legal texts: (a) Good. (b) Poor.
3. Subjective evaluation of reading legal texts: (a) Easy. (b) Difficult.
4. Subjective evaluation of mathematical learning: (a) Easy. (b) Difficult.

The students classified in these four dimensions constitute 16 types (24), and we report the results of our analysis based on the criteria listed below:
1. The type of student and what kind of system they used.
2. The type of student and how they simulated legal texts on the learning support system.
3. The type of student and how they used the learning support system and acquired knowledge.

Keywords:

Intellectual property law education, knowledge acquisition process, logic circuits, Patent Act.