<p>Despite the widespread adoption of lecture capture in higher education, theory-driven research on its effectiveness remains limited, particularly in Asian settings. This study investigates how lecture capture influences student learning at a Hong Kong university through the lens of self-determination theory. This research aimed to: (1) examine how lecture capture affects students’ basic psychological needs for competence, autonomy, and relatedness; (2) investigate the relationship between students’ mastery approach goals and their engagement with lecture capture; and (3) explore sex differences in the relationship between attitudes towards lecture capture and academic self-efficacy. Using a mixed-methods approach, we collected data from 51 university students via semi-structured interviews and surveys to comprehensively capture their experiences with lecture capture. Our qualitative findings revealed that while lecture capture enhanced students' feelings of competence and autonomy, it potentially diminished their sense of relatedness. Quantitative results showed that students with stronger mastery approach goals demonstrated more positive attitudes toward lecture capture and used it more extensively. Additionally, positive attitudes toward lecture capture correlated with higher academic self-efficacy, but this relationship was significant only among male students. These findings highlight the importance of considering individual differences when implementing lecture capture systems. The study contributes to theoretical understanding of lecture capture’s psychological effects and offers practical implications for optimizing its pedagogical value in higher education.</p>