OER Knowledge CloudJournal Article20172017/01Pappas, Ilias O.Giannakos, Michail N.Mikalef, Patrickwith-video assignmentsvideo-based learningstudents’ adoptionopen educational resourceJournal of Computing in Higher EducationSpringer1-181867-1233The 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.yes10.1007/s12528-017-9132-6http://link.springer.com/article/10.1007%2Fs12528-017-9132-6http://link.springer.com/article/10.1007%2Fs12528-017-9132-6