Lecture capture (LC), the process of recording face-to-face lectures for future viewing, has become a common technology in Western universities in the twenty-first century, yet research on its effectiveness has lagged behind its implementation. Despite the rapid, widespread implementation, research regarding the impact LC has on pedagogy and student attainment is limited and not conclusive in its findings. It is still unclear if there is a causal or a correlated relationship between attainment and usage of LC. This systematic review sought to collate and compare the current literature on the efficacy of LC in tertiary mathematics education and provide practical advice for institutions that use or plan to use LC. The literature is consistent in the opinion that students and administrators positively view LC for its utility and flexibility despite the moderately strong evidence that most institutions face attendance drops. However, most students do tend to see attending lectures/watching recordings as an “either-or.” The literature predominantly reports a negative association between attainment and the use of LC as a substitute to live lectures. The proportion of students who choose to skip live lectures has steadily increased over the last decade as the student campus culture adjusts to LC. Within this group, LC is used imperfectly, providing false benefits and promoting surface learning strategies. There is evidence that regular use of LC by this large group of students may diminish the quality of their learning. We offer research-informed, evidence-based recommendations to mitigate the unplanned and counterproductive impact of LC implementation.

演讲记录（LC）是记录面对面演讲以供将来观看的过程，在二十一世纪，它已成为西方大学中的一种通用技术，但其有效性研究却落后于其实现。尽管实施迅速，广泛，但是有关LC对教学法和学生学业影响的研究仍然有限，其结论尚无定论。尚不清楚LC的获得和使用之间是否存在因果关系或相关关系。本系统综述旨在整理和比较有关LC在高等数学教育中的有效性的现有文献，并为使用或计划使用LC的机构提供实用建议。文献是一致的，尽管有中等程度的证据表明大多数机构面临的出勤率下降，但学生和管理者仍对LC的效用和灵活性持积极态度。但是，大多数学生的确倾向于将参加讲座/观看录音视为“非此即彼”。文献主要报道了成就与使用LC作为现场讲座的替代品之间存在负相关关系。在过去的十年中，随着学生校园文化适应LC，选择跳过现场讲座的学生比例稳步上升。在此组中，LC的使用不完善，提供了虚假的好处并促进了表面学习策略。有证据表明，大量学生定期使用LC可能会降低他们的学习质量。我们提供了解研究情况的信息，