Abstract:

Our previous study used a learning support system tailored for intellectual property law to employ morphemes extracted from legal articles as foundational logical elements. The approach involved students comprehending intellectual property law text while concurrently constructing logical circuits. This method proved highly efficacious, particularly for "Visual" learners in Felder's learning style model. Moreover, an investigation into diverse learning styles revealed that distinct learning support systems elicited varying degrees of effectiveness. For instance, a system segmenting texts into morphemes and previewing content through comprehensive analysis demonstrated heightened efficacy among students identified as "Verbal" learners according to Felder's model. Integrating Felder's learning style model onto a two-dimensional coordinate plane, with the "Visual-Verbal" axis as the Y-axis and the orthogonal axis as the X-axis, facilitated the assessment of students. The comparative analysis of quadrants and the associated optimal learning support systems proposed refining intellectual property law learning support systems to be more attuned to individual learners. Drawing from experience in developing and implementing diverse learning support systems for university engineering education and intellectual property law, we postulated that applying the learning style model could optimize the delivery of these systems to students.

Consequently, this study analyzed seven learning support systems. The enumerated systems are as follows:
(1) a system capable of simulating the variation of movement of a function through adjusting numerical values and parameters,
(2) an asynchronous e-learning system designed to convey the comprehension level throughout the lecture,
(3) an asynchronous e-learning system creating an illusion of synchronous learning experiences with peers not studying simultaneously
(4) a content creation system tailored for VR classes (the teacher using a motion-capture device),
(5) a content creation system for VR classes (a system employing motion estimation of the instructor without necessitating a wearable device),
(6) a system facilitating remote chemistry experiments through VR, and
(7) a system enabling training in cell culture using VR. A total of 61 students participated in the evaluation of these systems.

This study executed a soliciting a four-level rating regarding interest in and perceived usefulness of the systems. Additionally, respondents provided open-ended descriptions supporting their ratings. The outcomes showed that students included are interested in crafts and real-life applications, and those categorized as "Active" learners highly commended the VR-based learning support systems encompassing (4) through (7). Notably, systems (6) and (7) garnered preference among students exhibiting an "Active" and "Sensing" learning style, indicating a propensity for hands-on engagement and a preference for factual learning as they learn facts because these systems offer experiences closely mirroring reality. Students who engaged in asynchronous systems (2) and (3) amid the online learning challenges posed by COVID-19 expressed favorable opinions, appreciating the systems despite their inherent limitations. These insights furnish valuable recommendations for further development and advancement of learning support systems. They also facilitate examining strategies to tailor learning support systems to diverse learning styles.

Keywords:

Learning support system, Felder's-learning style model, System development, Optimization.