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Exam-level analysis of lecture capture viewing and student exam performance
1Biology Department, Trent University, Peterborough, Canada.
FEBS Open Bio
|September 30, 2025
Summary
Lecture capture (LC) viewing generally improves exam scores, but strategic, habitual engagement is key. Excessive viewing time, especially last-minute cramming, can negatively impact performance.
Area of Science:
- Educational Technology
- Learning Sciences
Background:
- Lecture capture (LC) systems provide flexible review options for students.
- The impact of LC on learning outcomes is not consistently understood.
- Previous research shows mixed results regarding LC effectiveness.
Purpose of the Study:
- To analyze the relationship between lecture capture engagement metrics and student exam performance.
- To identify specific LC usage patterns that correlate with improved academic outcomes.
- To investigate the influence of viewing duration and frequency on learning.
Main Methods:
- Examined data from 299 students across three in-person courses with LC videos.
- Collected Zoom analytics and exam grade data for 982 noncumulative exam observations.
- Utilized a linear mixed-effects model to analyze the impact of four LC metrics on exam scores.
Main Results:
- LC viewers (66.1%) scored significantly higher than nonviewers (59.4%).
- Average LC view duration per lecture was the strongest predictor of exam score.
- Higher viewing time per lecture correlated with improved performance, while increased number of lectures viewed showed a negative association.
Conclusions:
- Strategic and habitual LC engagement, characterized by consistent viewing duration per lecture, positively influences exam performance.
- Episodic or excessive viewing, particularly last-minute cramming, is associated with lower exam scores.
- Findings support self-regulated learning theories, emphasizing the importance of mindful LC utilization.
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