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American Sign Language (ASL) has grown to be the 3rd largest enrolled secondary language course in the United States, and colleges and universities seek to identify effective assessment methods for this visual-based language. Although much research exists on sign language e-learning programs, asynchronous video feedback, and sign recognition software, very few studies have been conducted on using technology to as a method of assessment for sign language courses. The purpose of this hermeneutical, phenomenological, qualitative study was to document the lived experiences of students using the electronic assessment tool, GoReact, in courses. The conceptual framework was guided by engagement theory to address the student creation of sign language videos and the cognitive theory of multimedia learning to address the effectiveness of instructor-created assessment videos. Study participants were 6 students enrolled at a state college in the southeastern United States. Data were collected through interviews with ASL students in the semester before completing their associate degrees and analyzed using inductive coding analysis. Participants highlighted intuitiveness and customizability as positive perceptions of assignment completion, and video-based feedback from instructors as a positive feature of GoReact. Participants' negative perceptions included technical issues and low-quality stimuli, and inconsistencies in instructors' use of the tools. The findings of this study can influence positive social change by exploring the use of GoReact to improve the assessment and education of ASL interpreter students to better serve the deaf and people with hearing disabilities.