Investigating Students' Use and Adoption of "With-Video Assignments": Lessons Learnt for Video-Based Open Educational Resources

Autor/inn/en	Pappas, Ilias O.; Giannakos, Michail N.; Mikalef, Patrick
Titel	Investigating Students' Use and Adoption of "With-Video Assignments": Lessons Learnt for Video-Based Open Educational Resources
Quelle	In: Journal of Computing in Higher Education, 29 (2017) 1, S.160-177 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-017-9132-6
Schlagwörter	Structural Equation Models; Resource Units; Computer Uses in Education; Shared Resources and Services; Multimedia Materials; Video Technology; Educational Technology; Adoption (Ideas); Least Squares Statistics + Suchen Sie Ihr Suchwort? Computernutzung; Gemeinwirtschaft; Unterrichtsmedien; Ideas; Ideenfindung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01