%0	Journal Article
%A	Pappas, Ilias O.
%A	Giannakos, Michail N.
%A	Mikalef, Patrick
%D	2017
%I	Springer
%J	Journal of Computing in Higher Education
%K	with-video assignments
%K	video-based learning
%K	students’ adoption
%K	open educational resource
%P	1-18
%R	10.1007/s12528-017-9132-6
%T	Investigating students’ use and adoption of with-video assignments: Lessons learnt for video-based open educational resources
%U	http://link.springer.com/article/10.1007%2Fs12528-017-9132-6
%X	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.
%Z	J Comput High Educ
%8	01/2017
%@	1867-1233
%*	yes