Abstract
We analyze the relationship between use of a learning support system for face-to-face lectures on intellectual property law and knowledge acquisition. We first describe a system that we are currently developing and operating. We next analyze the relationship between system use and knowledge acquisition over the past 5 years (FY 2013–2017) for engineering students participating in these lectures. The analysis results show that daytime students frequently used the system for mid-term and final exams, and that nighttime students tended to access the system throughout the term. Finally, we analyze relationships between login count, video system usage time, and exercise system usage times in FY 2017. The results suggest that the video system is useful for acquiring basic knowledge, and that the exercise system promotes acquisition of applied knowledge. The exercise system for studying legal texts, logical expressions, and logic circuits was well received by engineering students, suggesting that system usage facilitates understanding of legal texts. In future work, we will improve the exercise system for logical expressions and logic circuits.
