Students often don’t instinctively know how to approach their studies, but the self-directed nature of higher education means it is not always easy to identify struggling students before they get to the module assessment. One of the areas that could help is learning analytics, data on what students do, when and how. However, while there is a wealth of information on these, what is not always clear is how these can be used to support students (Daniel, 2015). The aim of the current research was to examine whether student engagement with the virtual learning environment and lecture captures was correlated with student performance. Students in the second year of their studies in Biomedical Science were monitored during the teaching period and just before the examinations in semester 1 of a whole academic year module. Data on their access to the virtual learning environment (VLE), formative feedback quizzes and lecture captures was recorded, and compared to student attainment in a multiple choice examination. Ethical approval was obtained from the University of Sheffield. Statistical analysis utilised either parametric or non-parametric tests, as appropriate for the data (normal distribution or not), and significance was assumed at the 5% level. During teaching there was a significant positive correlation between the number of hours on the VLE versus grade in the MCQ examination (r=0.38, n = 168). Students achieving the highest grades spent 69.2 ± 4.20 hours on the VLE (n=50), while students achieving the lowest grades spent 36.1 ± 6.53 hours (n=9). Students who attempted the formative assessment quizzes during the teaching period were more likely to achieve a higher examination grade, 58.1 ± 1.49 (n=85) versus 66.9 ± 1.10 (n=83), for students who did not or did access the formative quizzes, respectively. The formative quiz grade appeared to be positively related to attainment. Both the number of lecture capture views and the mean percentage of videos watched were positively correlated with examination performance, r = 0.29 and 0.33, respectively (n=168). Students achieving the highest grades had a mean number of views of 43.7 ± 6.40 (n=50) early in the semester, compared to 11.8 ± 3.92 (n=9) for those with the lowest examination grades. This difference was maintained by the start of the examinations, 157 ± 20.8 versus 37.2 ± 13.2 for the high and low achieving students, respectively. These data suggest that student engagement with digital resources such as the VLE, formative quizzes and lecture captures is linked to academic attainment. Therefore, promotion of the use of these may have the potential to impact on the performance of previously lower achieving students. Moving forward, these data will be used to provide an evidenced based approach to help identify struggling students and shape how they engage with digital resources.