A Study of the Effect of Implementing Intellectual Property Education with Digital Teaching on Learning Motivation and Achievements

Aimin Qi

doi:10.29333/ejmste/89498

Abstract

The emergence of e-learning created new education and diverse environment, conforming to the rapid change in modern society. The high acquisition characteristic breaks through the restrictions to time and space of traditional teaching, and the international emphasis on the problem and development of intellectual property is thoroughly presented on various international conferences and international conventions. The practice on education promotion could enhance the understanding of intellectual property and present the mission to practice intellectual property law, i.e. effectively transforming learners to further enhance the concept of intellectual property. Taking a university in Guangxi as the research object, total 198 students in four classes are proceeded the 16-week (3 hours per week for total 48 hours) experimental teaching study. The research results conclude the effects of 1.Digital Teaching on motivation to learn, 2.Digital Teaching on learning outcome, 3.motivation to learn on learning effect in learning outcome, and 4.motivation to learn on learning gain in learning outcome. According to the research results, suggestions are proposed, expecting to cultivate students understanding the full chain of intellectual property and realizing the property and legal norms behind intellectual property problems and the applicable approaches.

Highlights

Under e-generation, technology has made new changes of everything and explosively changed people’s living habits
The research results conclude the effects of 1.Digital Teaching on motivation to learn, 2.Digital Teaching on learning outcome, 3.motivation to learn on learning effect in learning outcome, and 4.motivation to learn on learning gain in learning outcome
Analysis of Variance is used in this study for discussing the difference of Digital Teaching in motivation to learn and learning outcome, and Regression Analysis is further applied to understand the relationship between motivation to learn and learning outcome

Summary

INTRODUCTION

Under e-generation, technology has made new changes of everything and explosively changed people’s living habits. Under the advance of technology and the high popularity of the Internet, the far-reaching characteristic of network forms the channel for rapid information flow that the knowledge access and communication are no longer restricted to time and space. Under such space-time environment, traditional education model is led to a new level, learning activity is transferred from classrooms to virtual network environment, and learning materials are transformed from paper-based textbooks to digital contents. Lee and Hao (2015) regarded the idea of intellectual property law in China as the intellectual property norms to adjust the social relationship generated by the acquisition, use, and protection of intellectual achievement of citizens, legal people, or other organizations. Serio, Villarán, and Kloos (2014) utilized the Internet as the teaching methods, including the elements of multi-format content delivery, management of teaching experience, network community for increasing learners’ exchange, and content developers or experts. Atenas and Havemann (2014) indicated that learners and instructors were no longer restricted to fixed time and location in traditional face-to-face instruction but could precede interactive teaching and learning through networks; learners could flexibly adjust the learning process according to personal learning environment and states, and instructors could adjust the teaching process, depending on learners’ situations, to develop the effect as one-to-one teaching. Jude, Kajura, and Birevu (2014) covered the research and development of e-learning tools, the establishment of network environment for e-learning and the development of digital material contents, and the design of e-learning activity in e-learning industry to reduce the barrier of time and space for instructors’ material contents, enhance knowledge and performance solutions, and provide diverse learning

Motivation to Learn

Motivation to learn

Analysis Method

CONCLUSION