Understanding student perceptions of worked example videos through the technology acceptance model

The transition from face-to-face to blended course offerings requires a significant investment in technology and human resourcing to generate the online component, and there is a risk of underutilisation of the online resources by students. However, understanding the features that encourage (rather than hinder) learning can enable more intentional designs which are likely to be embraced by learners, thus resulting in high usage rates. This study explored the features of worked example videos (WEVs) used in the blended delivery of three undergraduate engineering courses. Thematic analysis of end-of-semester survey responses and a focus group discussion was used to identify the features that impacted students' ease of use and usefulness perceptions, and thus explain the underlying drivers for engagement through the lens of the technology acceptance model. Features influencing perceived ease of use were accessibility, personal agency, findability, and instructional design and production. Features influencing perceived usefulness were the audio explanations for understanding, content scaffolding, and course alignment. These findings provide insights for educators on how to capitalise on WEV design and delivery characteristics to ensure that students perceive the resources as being easy to engage with and highly useful for their learning.