Prior to watching the QR videos, students were asked to self-report their confidence in performing the related laboratory technique; we separate their responses by whether they had previously learned the relevant technique in Table . For all techniques other than IR spectroscopy, we observed a statistically significant difference in self-reported confidence levels between students who reported students who reported that they had previously learned the technique and those who had not. For IR spectroscopy, we hypothesize that students may interpret "confidence" to mean confidence in 270 performing data analysis (outside the scope of the video) or confidence in operating the IR spectrometer (intended purpose of the video). This may explain why students who have previously learned IR data analysis do not report a significantly higher confidence when answering the question "How confident are you in performing this technique from reading just the instructions on the lab manual?" Furthermore, because our survey was delivered before and after students had the opportunity to view QR videos, we can evaluate changes in student self-assessments of confidence in performing these techniques (Figure ). For all techniques, students who self-reported as not having previously learned the technique reported a statistically significant increase to their confidence in the post-video 285 survey. For all techniques but micropipetting, there were minimal differences in confidence endpoints between students who had and had not learned the material previously; in other words, students who were new to the technique "caught up" in confidence to their more experienced peers. This may be because the Micropipette QR video was offered in OCL 3. Students in this course are more advanced in their undergraduate degree progress and may have had experience using micropipettes in upper-level 290 courses and/or research experiences. Conceptual true/false questions. Three true/false conceptual questions were provided on each pre-and post-video survey (see Methods). The pre-video survey conceptual questions aimed to 300 establish a baseline of each student's understanding of the given topic. For the pre-video surveys only, students were allowed to select "Unsure" if they could not indicate an answer confidently. The same conceptual questions were included in the post-video survey to assess if response accuracy improved after watching the corresponding instructional video. A select list of conceptual questions is provided in Table . The full list of conceptual questions is provided in the Supporting Information. "The "snow globe" effect is observed when free-floating drying agent can be seen when swirling a solution containing a slight excess of magnesium sulfate (MgSO4)."