This paper presents the technical infrastructure required to track student use of web-based resources in an introductory chemistry course, the design of a student dashboard, and the results from analyzing student web-based resource use. Students were tracked as they interacted with online homework problems and high quality course content videos. These videos were developed using funds from the National Science Foundation. We found that students did not use the online video resources as much as expected. If students do not use web-based resources, practitioners and researchers need to (i) track and analyze student use, (ii) implement strategies to increase student use, and (iii) only invest in resources students will use. This Communication summarizes one of the invited papers to the Select 2016 BCCE Presentations ACS CHED Committee on Computers in Chemical Education online ConfChem held from October 30 to November 22, 2016.