Each person has a habit of using their brains, and there is a way to learn that suits each person!

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In this study, we analyzed the low completion rate of students using e-learning by postulating that there is an interaction between “treatment (teaching method)” (teaching material design, instruction design) and a student’s “aptitude” (study habit, etc.), that study effects are different depending on the combination of the two, that study effects are higher among students with aptitudes matching the “treatment (teaching method)” (teaching material design, ID), and that there would be no effects or insignificant effects among those without such aptitudes. As a result, more than 80% (with the exception of English in 2016) of the highest placement test scores (Japanese ≥ 90, English ≥ 74 in this study) were learners with learning habits (types) of LTrf or MTrf. Although the percentage of learners with LTrf or MTrf learning habits (types) gradually decreased as placement test scores declined, there was no significant change in learning habit trends and learning habits (types) other than for LTrf or MTrf. In addition, it was found that learners with large increases in posttest scores (posttest score - placement score) after completing e-learning were classified as having learning habits (types) of LTrf or MTrf. However, it was not only the learners who improved their test scores that were progressing without bias during the learning period (LTrf or MTrf). It was also found that more than 100% progressed in their learning (logged in) without being biased during the learning period. These findings suggest that there is no significant difference between learners’ learning habits (types), placement test scores, and test score growth. This study proposed that learning habits could be estimated from the number of logins to the e-learning system. However, simply measuring the number of logins did not reveal learning habits with the degree of accuracy that we originally predicted. Therefore, measuring learning time was considered more accurate to estimate learning habits. This study defined learning habits (types) as the number of logins to the e-learning system, with a maximum of two logins counted per individual per day; therefore, learning habits (types) may not have been captured accurately. In order to accurately capture learning habits (types), it may be possible to include more accurate learning habits (types) by capturing the total learning time rather than the number of logins to the e-learning system.

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