In order to provide good educational guidance regarding intellectual property as part of a curriculum, there is a need to assess the development of the curriculum and methods of instruction with an understanding of the impact caused by the learners' circumstances and past educational experience. In addition, educational content regarding intellectual property must consider social needs and demands and promote educational activity. With this in mind, I attempted to shed light on how learners who have educational experience with intellectual property prior to enrolling in university affect the study of intellectual property in university in an exploratory manner using metrical analysis through this research. Furthermore, I also examined the effect on the learning process regarding intellectual property in university. Through this research, I attempt to shed light on the following three points.
1) How the presence of a learner's educational experience regarding intellectual property in school education affects the learning process
2) How the learning process affects the motivation to learn
3) How the learning process affects the motivation to create
As a result, it has been made clear that learners who have studied intellectual property prior to enrolling in university are enthusiastic about understanding the educational content and have an interest in continuing to study in the future and acquiring intellectual property rights as a result of experiencing these studies in university. Learners who have no involvement with intellectual property prior to enrolling in university were only referenced for their attitude toward learning comprehension. Therefore, it was demonstrated that the presence of educational readiness promotes understanding of the educational content and leads to deeper learning, as is the case with studying other types of content.
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