This quantitative study explores gender differences in experiences of first year students attending a highly selective research university in online video creation for YouTube and Facebook. The conceptual framework proposed incorporates theories of self-efficacy, stereotype threat, learned helplessness and the Technology Acceptance Model (TAM). Regression analyses reveal significant gender differences in video creation that are explained by the conceptual framework. Men report more participation in video creation and in creating videos for required school projects. No gender differences emerge for activities that are simple, quick or require minimal training. 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.