@article {
	title = {Investigating students’ use and adoption of with-video assignments: Lessons learnt for video-based open educational resources},
	year = {2017},
	month = {01/2017},
	author = {Pappas, Ilias O. and Giannakos, Michail N. and Mikalef, Patrick},
	keywords = {with-video assignments, video-based learning, students’ adoption, open educational resource},
	journal = {Journal of Computing in Higher Education},
	publisher = {Springer},
	pages = {1-18},
	issn = {1867-1233},
	abstract = {The use of video-based open educational resources is widespread, and includes multiple approaches to implementation. In this paper, the term “with-video assignments” is introduced to portray video learning resources enhanced with assignments. The goal of this study is to examine the factors that influence students’ intention to adopt with-video assignments. Extending the technology acceptance model by incorporating students’ emotions, we applied partial least squares structural equation modeling based on a sample of 73 students who systematically experienced with-video assignments in their studies. In addition, students’ activity was analyzed using aggregated time series visualizations based on video analytics. Learning analytics indicate that students make varying use of with-video assignments, depending on when they access them. Students are more likely to watch a greater proportion of the video when they use with-video assignments during the semester, as opposed to during the exams. Further, the findings highlight the important role of students’ emotions in adopting with-video assignments. In addition, perceived usefulness of with-video assignments increases their positive emotions and intention to adopt this medium, while perceived ease of use increases only their intentions. Together, these constructs explain 68% of the variance in students’ intention to adopt with-video assignments.},
	refereed = {yes},
	doi = {10.1007/s12528-017-9132-6},
	url = {http://link.springer.com/article/10.1007%2Fs12528-017-9132-6},
}