This study explores the effectiveness of video demonstrations compared to live classroom visits for promoting writing center services to students in first-year writing courses. Using a randomized cluster experimental design, the researchers implemented either an in-person demonstration, a video demonstration, or no intervention (control). Pre- and post-surveys measured the impact on student awareness, perception, and likelihood of using the center. Results showed that while both methods improved student knowledge, live demonstrations were more effective in changing attitudes and behaviors, though video interventions remain a useful alternative for broader accessibility.