Abstract:

We developed an intellectual property law learning support system for engineering students, who typically have limited time for legal studies due to extensive laboratory and practical training requirements. To support efficient learning, the system was designed around learner traits. Specifically, we defined a four-dimensional learning-style model incorporating two dimensions from Felder’s model (i.e., verbal–visual and active–reflective) identified as particularly relevant for engineering students studying intellectual property law, along with two additional dimensions: brain–physical and personal computer (PC)–smartphone. Previous work has focused on developing learning support systems based on this four-dimensional model. Following the widespread adoption of online education after the COVID-19 pandemic in 2020, demand for smartphone-based access to the system increased steadily. Consequently, beginning in the 2025 academic year, a smartphone-compatible version of the system was developed and deployed. We analyzed usage patterns of the smartphone version based on the four-dimensional learning-style model and explored future content development strategies for both the PC and smartphone versions of the system. Preliminary findings indicate that PC usage remained dominant for lecture videos involving large blackboard displays, whereas smartphones were more frequently used for practical exercises. Accordingly, we analyzed detailed usage logs—including access time and usage patterns—for both PC and smartphone versions among students enrolled in intellectual property law courses during the 2025 academic year. In addition, questionnaires survey using four- or five-point Likert scales and open-ended responses assessed system usability and areas for improvement. The results show that smartphone usage tended to be brief and highly repetitive within limited time windows. Students classified as smartphone-oriented in the learning-style model exhibited particularly strong short-term repetition patterns. In contrast, PC usage often involved longer sessions, with some students viewing multiple lecture videos consecutively. Although extended lecture viewing was more common among PC-oriented students, even smartphone-oriented students frequently used PCs to watch lecture videos. Open-ended responses suggest this behavior reflects difficulties viewing videos on smartphones. The exercise system, however, showed frequent smartphone use in short, repeated sessions, likely during commutes such as train travel. Survey responses highlighted strong demand for lecture videos optimized for smartphone viewing and for exercises using simple question-and-answer formats. Overall, the findings indicate that smartphone content should be designed independently rather than adapted directly from PC-oriented materials.

Keywords:

Learning Support system, System Development, Intellectual Property Law, Learning Style Model.