Lecture capture as Universal Design for Learning: a post-pandemic scoping review

Abstract

Lecture capture is frequently justified as an inclusive technology, yet its alignment with Universal Design for Learning (UDL) in post-pandemic practice has not been empirically considered. We conducted a scoping review of post-pandemic lecture capture research, identifying 12 studies that considered live lecture recording in higher education. Using the UDL guidelines as an analytic framework, we found that lecture capture primarily supports Engagement and, to a lesser extent, Representation through flexible access, replay and player controls. Action and Expression and higher-level executive functions were rarely addressed. Demographic reporting was limited, with few analyses for disabled, neurodivergent or commuting students. We argue that lecture capture is necessary, but insufficient as a sole adjustment for inclusive design and prioritise future research.