Exploring the Impact of Open Pedagogy on Minority Students’ Motivation, Computational Thinking, and Perceived Learning in Interactive Computer Game Development

The use of open educational resources (OERs) is on the rise in higher education. Open pedagogy, as a learner-centered approach, provides students with opportunities to create, design, or adapt openly licensed materials or resources. With the potential of open pedagogy to enhance student learning, this study investigated the effect of an open pedagogy project on minority students’ motivation and perceived learning in the computer game programming course. An experimental design was implemented to compare minority students’ learning in programming through the open pedagogy approach versus the traditional approach. Participants were fifty-eight minority students enrolled in game courses from an institution in the southeastern United States. Thirty students received the instruction with open pedagogy, while twenty-eight students were in the traditional instruction. Quantitative approaches were performed to analyze the collected data. The results indicated that minority students in the open pedagogy group perceived significantly higher levels of motivation on the aspect of pressure/tension than those receiving the traditional approach. Minority students participating in the open pedagogy project had significantly higher levels of computational thinking and perceived learning performance in computer programming, compared to the students with the traditional instruction. Major findings and limitations of this study (i.e., short intervention period, small sample size, etc.) were reported and discussed.