The Effects of Lecture Capture Use and Student Engagement on the Exam Scores of First Year Pharmacy Students

Abstract

Lecture capture technology has quickly become a common component in many classrooms and lecture halls on college campuses across the world. This quantitative study aimed to identify the effects of lecture capture and student engagement on student performance in a school of pharmacy. Student performance for this study was measured by the end of a semester course exam score. Additionally, the study aimed to identify whether the use of recorded lectures could be predicted by the engagement scores of students. Engagement scores of students were self-reported by students using the Student Course Engagement Questionnaire. The student usage of lecture capture or, more importantly, how long students watched each recorded lecture was obtained through Panopto analytics. Lecture capture and the use of recorded lectures was found to have a positive effect on student achievement. Engagement was identified as a strong predictor of student achievement. However, engagement was not considered a predictor of student usage of recorded lectures. These findings suggest that lecture capture and student engagement could have a positive effect on student achievement in the pharmacy curriculum. This finding validates the implementation of lecture capture and supports previous studies that engagement is a strong predictor of student achievement. Supporting student success through the encouragement of adding the reviewing of recorded lectures to their study routines and discovering methods to increase student engagement may enhance student performance.