Cullen, Christy, and Krause, Amanda (2025) More than just numbers: Perspectives on an open educational resource for learning statistics. In: [Presented at the Online Conference for Undergraduate Research in Australasia]. From: OCURA 2025: Online Conference for Undergraduate Research in Australasia, 25-26 September 2025, Online.

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Abstract

Background: Because statistical concepts can be challenging to understand through traditional, text-based learning, students prefer interactive and flexible resources. Open Educational Resources (OERs) offer cost-free, accessible alternatives to commercial textbooks with similar efficacy. While the benefits and adoption of OERs in higher education are broadly discussed, the specific design features that influence perceptions of their pedagogical value and promote engagement in learning statistics are unknown.

Aims: This study explored perspectives of the design features of an OER developed to support statistics learning in psychology. Informed by the Unified Theory of Acceptance and Use of Technology (UTAUT), it investigated elements impacting OER ease of use and usefulness, and considered how perceptions of pedagogical value influenced use intentions.

Method: Semi-structured “walk-through” interviews were conducted online, in which participants (n = 12 students and n = 2 educators) explored the OER in real time. A reflexive thematic analysis, guided by an interpretivist paradigm, was used to analyse written transcripts from the interviews.

Results: Five themes were identified: visual presentation; pedagogical design; functionality and usability; perceived value and intention to use; and suggestions for improvement. In line with UTAUT, effort expectancy (ease of use) was shaped by design features that supported intuitive navigation and visual clarity, through clear menu options, chunked content, colour coding, APA-alignment, and terminology support. While performance expectancy (perceived usefulness) varied by experience level, users valued the breadth of content as useful for introductory learning, software guidance, or revision. Social influence shaped engagement, with participants more likely to use the resource if it were to be formally endorsed for their course. Recognition of the authors as experienced lecturers further enhanced its perceived credibility.

Conclusion: Viewed through the lens of UTAUT constructs, the findings highlight specific design features and pedagogical considerations for developing accessible and usable OERs to support tertiary psychology education.

Item ID:	89057
Item Type:	Conference Item (Abstract / Summary)
Keywords:	scholarship of teaching and learning, SoTL, SoLT, statistics, tertiary education, psychology pedagogy, research methods and statistics, researcher training, OER, open educational resource, online learning
Date Deposited:	28 Oct 2025 01:14
FoR Codes:	52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology @ 100%
SEO Codes:	16 EDUCATION AND TRAINING > 1601 Learner and learning > 160102 Higher education @ 50% 28 EXPANDING KNOWLEDGE > 2801 Expanding knowledge > 280121 Expanding knowledge in psychology @ 50%
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