ABSTRACT

The Information Systems field has long been positioned globally as a particularly powerful instrument to promote social inclusion. While individual identity characteristics have been the primary research focus on social inclusion, our research study directly investigates an external environmental influence in social inclusion, course materials cost, and its impact on learning outcomes. General theories of student motivation and cognition in educational outcomes and social inclusion theory were used as a starting point to identify a significant positive difference in the learning outcomes of students who used open text materials contrasted with those who used proprietary text materials. Our research with 198 participants found support for student motivation and open instructional materials as positive influences on student learning outcomes. Implications for theory and future research on social inclusion in education at the environmental level are recommended based on the results.

摘要

长期以来，信息系统领域一直被全球定位为促进社会包容的特别强大的工具。虽然个人身份特征一直是社会包容的主要研究重点，但我们的研究直接调查了外部环境对社会包容、课程材料成本的影响及其对学习成果的影响。以学生在教育成果中的动机和认知的一般理论和社会包容理论作为起点，确定使用开放文本材料的学生与使用专有文本材料的学生的学习结果存在显着的积极差异。我们对 198 名参与者的研究发现，支持学生动机和开放教学材料对学生学习成果有积极影响。