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Exploring Minority Students’ Perceptions of Using Open Educational Resources in a Computer Game Design Course

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Publicado en:Education Sciences vol. 15, no. 3 (2025), p. 381
Autor principal: Yu-Tung, Kuo
Otros Autores: Yu-Chun, Kuo, Hung-Wei, Tseng
Publicado:
MDPI AG
Materias:
United Nations Educational Scientific & Cultural Organization
Teaching
Minority students
Higher education
White people
Textbooks
Computer programming
Perceptions
Open educational resources
Educational objectives
Academic achievement
Educational materials
Self-efficacy
Computer & video games
Quantitative analysis
Learning
Minority Group Influences
Educational Quality
Learning Activities
Literature Reviews
Educational Resources
Influence of Technology
Learning Processes
Computers
Learning Experience
Educational Technology
Meta Analysis
Goal Orientation
Beliefs
Outcomes of Education
Minority Group Students
Educational Experience
Educational Environment
Course Content
Learner Engagement
Integrated Activities
Programming
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Resumen:With the increasing use of open educational resources (OERs) in higher education, and the potential of OERs to enhance student learning, this study investigated minority students’ perceptions of using OERs in learning computer programming. The influence of minority students’ OER perceptions on their learning outcomes, as well as the relationships of the perception variables were explored. The participants were minority students from an HBCU institution in the southeastern United States. Quantitative approaches were used to analyze the collected data. The results indicated that the minority students’ perceptions of using OERs had a significant influence on their perceived learning outcomes in learning computer programming. OER self-efficacy did not influence the minority students’ perceived learning for programming. Understanding of OERs, OER interest, and OER self-efficacy significantly predicted the minority students’ perceived value/usefulness of OERs in learning coding.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15030381
Fuente:Education Database