Applying the mastery-engagement matrix in asynchronous first-year library instruction

Abstract

This study investigates the relationship between asynchronous library video tutorial engagement and information literacy mastery among 707 first-year university students. Adopting a quantitative methodological approach, this study utilizes Springshare's LibWizard for formative assessments and Yuja's Lumina Video Platform to track granular viewing behavior. Moving beyond superficial completion metrics, this study introduces a dual-axis framework, the Mastery-Engagement Matrix, grounded in Expectancy-Value Theory and the Demands-Capacity Model. This matrix compares each participant's calculated Content Mastery score (quiz performance) and Engagement Index (mean viewing percentage) to identify four learner quadrants: Ideal (44%), Passive (26%), Gamers (24%), and Struggling (6%). Analysis revealed a significant moderate positive correlation ( r = 0.526) between video engagement and content mastery. Gender identity, secondary school background, and research terminology familiarity (e.g., “peer-reviewed”) significantly influenced outcomes, whereas broader prior library experience did not.