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Abstract Videos have enhanced the value of teaching and learning, particularly in tertiary education. Recent studies have investigated students' attitudes toward video lectures for educational purposes; however, the relationship between students' attitudes and different usage patterns such as platforms used, video duration, watching period and students' experience, is yet to be explored. To investigate potential attitudinal differences among the diverse video lectures usage patterns, the present study incorporates responses from 40 students who participated in a video‐assisted software engineering course. Our results suggest that usage patterns affect students' attitudes to video lectures as a learning tool. The overall outcomes are expected to promote theoretical development of students' attitudes, video‐platform design principles, and better and more efficient use of video lectures.
Giannakos et al. (Tue,) studied this question.
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