However, after watching the video and performing the technique, many students shifted to the incorrect answer. This unexpected result may be explained by some students' personal experience in 320 the laboratory rather than instructions from the video itself. It may be the case that some GTAs incorrectly instructed their students to set their hot plates on the maximum setting initially as a way to accelerate the reflux process, which presents a safety concern. In the future, we plan to directly address best laboratory practices for using hot plates with GTAs, LAs, and students. For drying agents (Figure ) the language of the "snow globe effect" is not present in laboratory lectures or pre-325 laboratory readings that address the use of drying agents. This likely explains why almost half of students chose Unsure on the pre-video survey. We believe that the initial Unsure answers indicated unfamiliarity with the specific language of "snow globe effect;" students were then introduced to this language by the QR video or by GTAs, LAs, and peers during the laboratory section. understanding. Selected quotes that exemplify these themes are collected in Table .