Students reported that QR videos were useful for setting expectations before beginning and while performing hands-on laboratory activities. Similar to previous observations about the visual element and step-by-step instructions, students perceived watching a video procedure to be clearer about what is expected of them during the laboratory period than written instructions. Our qualitative results indicate that, for a majority of students, the QR videos answered a question that students would otherwise have asked an instructor (Table ). In the event that a student did have lingering questions after watching the video, it was often because the student observed an unexpected result when trying to replicate the steps in the video. As previously described, topics and techniques that students are commonly challenged by were chosen as QR video topics. While the created videos succeed in describing the correct way to approach these techniques, we neglected to address some common 375 troubleshooting strategies. In the future, we plan to intentionally address troubleshooting during the scripting phase.