An encouraging observation made by some students was the intent of QR videos to relate conceptual and physical understanding in the laboratory. For example, one student stated that the reflux video "clarified the reasoning behind the steps thus making it logically more sensible to work 380 out which steps are needed at what time" (Table ). These responses reflect a success of the QR videos, in that students are able to "[coordinate] qualitatively different constituent skills" in the complex learning environment of the teaching laboratory. In other words, for some students, the QR videos facilitate students' learning of both the "how" and the "why" of laboratory experiments. It is worth noting that this specific relationship between conceptual and physical understanding is only explicitly 385 made by a relatively small number of survey respondents. As previously stated, the YouTube analytics indicate that the majority of viewers prioritize content relating to procedure rather than conceptual explanations (Table ).