Finally, as mentioned in the Methods, certain video topics requested by students were explicitly avoided, as students are expected to create their own video assignments for those topics. are unable to distinguish between when a student's conceptual understanding improved due to watching a QR video from when it improved due to regular participation in the laboratory section (performing the experiment, discussing with GTAs/LAs/peers, etc.). No viewer engagement data were generated for the Micropipette QR video, as OCL 3 is significantly smaller than OCL 1 (Figure ). The results presented are in aggregate and may not represent the experiences of students who hold specific marginalized identities.