A university is considering whether to replace lectures with recorded videos for a revision course. In a pilot study, 24 students attend a live lecture and ...

(a) Any two: immediate quiz score [1]; delayed quiz score [1]; time taken to complete a quiz [1]; attendance/completion rate [1]. Maximum [2] (b) An immediate quiz may measure short-term recall only [1]; testing after two weeks assesses whether information has been retained in long-term memory [1]. [2] (c) Interviews provide detailed accounts of concentration, motivation and social experiences [1]; this may explain patterns in quiz scores and improve understanding of student behaviour [1]; however, accounts may be subjective, affected by demand characteristics, and difficult to compare reliably [1]. [3] (d) Randomly allocate students to live or recorded conditions [1]; keep lecture content, tutor, length, quiz and testing conditions the same [1]; then a difference in results is more likely to be caused by delivery format rather than a confounding factor [1]. [3] (e) Supporting decision: the pilot compares the two formats directly using standardised quizzes [1]; delayed results address durable learning rather than immediate performance [1]; interviews add evidence about mental effort, motivation and social learning [1]; findings could identify whether recordings disadvantage a particular group [1]; a pilot is a practical, lower-risk way to test a change before wider implementation [1]. Limitations: 48 students may be unrepresentative of the university population [1]; one subject or one tutor may not represent other courses [1]; students may behave differently because they know they are in a study [1]; watching one recording is not the same as studying through a full term [1]; quiz scores may miss discussion skills, wellbeing and other educational outcomes [1]. Judgement: use the pilot as preliminary evidence, but replicate it with larger, varied groups and longer follow-up before replacing all lectures [1]. [10]