This case study describes the creation process for a mixed methods study from 2009 to 2011, examining for the first time gender differences in how undergraduate students create videos for online platforms such as Facebook and YouTube. I conducted this research for my doctoral dissertation at the University of Pennsylvania's Graduate School of Education under the supervision of Dr Laura Perna. The case describes my research design process, development of a conceptual framework, narrowing focus of research questions, collection of data, sampling and survey design, data analysis, and dissemination. The case describes the process of building on personal reflections on software use and video creation, through a traditional literature review, to create a robust theoretical framework that can outlast the technologies (cell-phone cameras, video-editing tools, etc.) under study. I created a conceptual framework that builds on four theories: self-efficacy theory, the Technology Acceptance Model, stereotype threat theory, and learned helplessness theory. I collected surveys to far exceed the required sample size and managed focus group and interviews for qualitative data to complement the logistic regression analysis. My research revealed significant gender differences in video creation that were explained by the conceptual framework. Results inform design of school projects with required video creation and supports for video skills acquisition. Concepts include perceived ease of use, perceived usefulness, and comfort with social risk. [This content is provided in the format of an e-book.]