Evolving student perceptions and usage of lecture capture systems post-COVID-19

The COVID-19 pandemic significantly impacted educational practices, leading to increased reliance on lecture capture systems (LCS). However, the long-term evolution of student perceptions of LCS remains under-researched, particularly when comparing pre- and post-pandemic patterns. This study addresses this gap by providing critical insights for accounting education, where the review of complex numerical content is vital for success. Drawing on 314 survey responses from pre- and post-COVID cohorts at a UK university, findings are contextualised using the Unified Theory of Acceptance and Use of Technology, with a specific robustness check to control for shifts in student demographics. While usage frequency increased significantly post-pandemic, a construct-level analysis revealed that Effort Expectancy shifted significantly in the full sample (p = .029). However, a robustness check indicated this shift was contingent on language background. When limited to native English speakers, no significant perceptual shifts were found (p = .356), suggesting that the observed increase in 'ease of use' was an artifact of the demographic shift in the student population. Performance Expectancy and Social Influence remained stable across both cohorts. These results highlight that while usage has intensified, students' underlying beliefs regarding the utility and social necessity of LCS have not undergone a fundamental transformation.