In our previous study, various learning support systems were developed for engineering students. In particular, we have developed, improved, and operated various learning support systems for learning intellectual property law for approximately 25 years, and they are still operational. This learning support system is centered on (1) a “video viewing system” that allows users to watch lectures that have been recorded on video and to add various functions to them such that they can watch them at their leisure, and also includes (2) a “logic circuit assembly-type legal literature learning system” that is preferred by students with a visual style on the visual–verbal axis, which is one of the preferred four-dimensional learning style models, (3) a system that allows students with a verbal style to study articles while analyzing the relationships between clauses, and (4) an exercise system. Previous studies revealed that the use of learning support systems differs depending on the learning style of the student; therefore, we prepared two types of legal studies learning systems: (2) and (3).

In this study, we performed a comparative analysis of the use of this system in 2019 and each year after the spread of COVID-19, including the amount of time spent using it, number of times it was accessed, and the form of use. Consequently, it was clear in all years that students with a visual style preferred the “logic circuit assembly-type legal learning system,” whereas those with a verbal style preferred the “system for learning articles while analyzing the dependencies of the articles.” Furthermore, a significant difference was observed in the usage rate of personal computer (PC) and smartphone-compatible systems between 2019, before the spread of the coronavirus, 2020, when online education was forced under the coronavirus, 2021, when online and face-to-face learning were used in a hybrid format, 2022, when face-to-face lectures basically returned, and 2023 and beyond, when face-to-face lectures completely returned to face-to-face in 2023 and beyond. A significant difference was observed in the usage rates of PC and smartphone-compatible systems. From 2021 onward, the number of students who were more proficient in using smartphones increased annually, and it was discovered that if the learning support system was not smartphone-compatible, it would be difficult for students to use it. It also became clear that fewer students used notebooks and pencils to take notes in class. It seems that the fact that students were forced to take online classes for over a year from 2020 onward under the influence of the COVID-19 pandemic spurred their smartphone dependency. It was assumed that students used their smartphones more than PCs because they could easily communicate with each other using their smartphones, which were familiar to them. Therefore, it is assumed that smartphone compatibility is essential for future learning support systems.

Keywords: Learning Support system, System Development, Intellectual Property Law.