Due to the rapid changes in technology, implementing digital project-based or technology-enabled learning approaches are the new initiatives in higher education. Learning mathematics through conventional methods often leads to disengagement and lack of motivation among students. To encounter the problems raised in conventional learning environment, a video assignment project was implemented to enhance collaborative learning. This paper aims to explore the students’ perception and attitude towards the video assignment project. In this study, data was collected from 202 students of whom have completed the video assignment project in mathematics using a questionnaire developed based on Technology Acceptance Model (TAM). Two-step analytical procedures in structural equation modelling by using partial least squares were applied in analysing the data. Results showed that the students’ perspective on the enjoyment in completing the project, ease of use regarding technology in video creation and the perceived usefulness of the project were the contributing factors that lead to a positive attitude towards the video assignment project. Positive correlations were also found among these variables. The implications of this work were important for both educators and researchers where the research findings indicated that the video assignment in mathematics could be a useful learning approach that engage students in active learning, develop a wide range of soft skills and increase their interest in leaning mathematics. © 2025, Penerbit Universiti Kebangsaan Malaysia. All rights reserved.
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