Exam‐level analysis of lecture capture viewing and student exam performance
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Lecture capture (LC) systems offer students flexible review of lecture content, but their impact on learning outcomes remains mixed. LC engagement and exam performance were analyzed in three in-person courses with LC videos posted for review, each with three lecture blocks and three independent noncumulative exams. Zoom analytics and exam grade data were collected for 299 students across 982 noncumulative exam observations. Four LC metrics were derived per exam: total view duration, number of lectures viewed, number of unique views, and days between access and exam. Average exam scores were compared between LC viewers (n = 216) and nonviewers (n = 83): LC viewers scored significantly higher than nonviewers (66.1% vs. 59.4%). A linear mixed-effects model with student-level random intercepts showed opposing effects of total viewing time (+1.74% per hour) and number of lectures viewed (-1.92% per lecture), implying that average LC view duration per lecture (total minutes watched ÷ lectures viewed) was the strongest predictor of exam score. A post hoc median split of average LC view duration per lecture indicated an 8.02% higher score for students above the median. Decomposition of total LC view time revealed a between-student effect on exam grade (+2.52% per hour) and a within-student effect (-0.84% per hour), showing that spikes above a student's own average view time are associated with a lower exam grade. These findings align with self-regulated learning theory, demonstrating that while greater LC viewing time generally benefits performance, its impact depends on strategic, habitual engagement rather than episodic cramming.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.003 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it