When students were asked "Did the QR video answer a question you had about the technique that you would otherwise have needed to ask a peer or GTA," the majority of students indicated that viewing the QR videos eliminated the need to ask a question, regardless of whether they had seen the technique before (Table ). Confidence. An interesting question is whether QR videos are disproportionately beneficial to students who have not previously encountered specific topics in their OCL series. In each pre-QR video survey, students were asked "Have you learned this technique in a prior laboratory course or lab lecture?" Students who answered "Yes" were asked the follow-up question "Approximately how long 255 ago were you provided information on the material?" Figure summarizes these responses. Most students were first introduced to the use of drying agent in the same quarter as being provided the QR video (68%). For micropipetting, 60% of students indicated having been introduced to the technique four or more months prior. These students were likely introduced to micropipetting as part of an upper-level laboratory course as OCL 3 is predominantly taken by third-year or above students majoring in pharmaceutical sciences. A majority (59%) of students reported first being taught about IR spectroscopy specifically in the previous academic quarter; this is likely because the topic is introduced in the final course of the general chemistry laboratory sequence, which is prerequisite to OCL 1.