The most common benefit perceived by students was that the "visual element" present in QR videos is more helpful than the text or diagrams present in other pre-laboratory materials. Notably, a significant number of students self-identified as being "visual learners" when explaining the benefits of QR videos. The concept of "learning styles," in which students learn best when the delivery of instruction is matched to a student's preferred mode of learning, is not supported by psychology research. Students, when asked, will "express preferences about how they prefer information to be presented to them." Our collected survey responses are therefore consistent with this misconception among students. Rather than QR videos being a resource principally designed for so-called "visual learners," we instead frame them under the Universal Design for Learning Guideline of "Provide multiple means of representation," specifically Checkpoint 1.3: "Offer alternatives for visual information." Students specifically identified that the step-by-step nature of QR video instructions was beneficial. The ability to "scrub" through a video and re-watch specific steps in real time was 360 contrasted with a physical demonstration by a GTA or LA, which occurs prior to (rather than concurrent with) students performing laboratory activities. While laboratory manuals, experiment handouts, and pre-laboratory videos also provide step-by-step technique instructions, students interpreted condensed videos available during the laboratory section as more tangible, understandable, and replicable than written procedure accompanied by still images.