Video conferencing platforms became an integral site in higher education institutions (HEIs) during the COVID-19 pandemic, which forced universities into remote or hybrid settings. The rapid adoption of Zoom not only helped facilitate operations, but also rekindled debates on digitisation and the platformisation of HEIs. While administrators, instructors, and students continue to navigate emerging challenges, education technology (edtech) start-ups set out to improve Zoom’s classroom experience. In this chapter, I discuss two of these products: Class, an application that reorganises and enhances Zoom’s interface, and Engageli, a browser-based Zoom alternative. I outline three implications of these video conferencing platforms. Specifically, I show how Class and Engageli (1) reimagine virtual learning environments as multimodal and engagement-driven spaces; (2) extend performance logics and nudging architectures into remote live meetings; and (3) reshape modes of academic participation and labour. In my analysis, I conceptualise these video-based edtech products as continuations, rather than innovations or disruptions. For many years, Learning Management Systems have platformised more and more aspects of educational activity. Indeed, in an edtech sector characterised by venture capital and revolving doors, new software products are routinely owned, managed, and funded by incumbents. Thus, Class and Engageli join the ranks of edtech applications that seek to reshape HEIs towards the increased production, processing, and valorisation of data.