Exploring minority students’ perceptions of using open educational resources in a computer game design course

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.