Typically, the format of online physics educational videos is closer in style to direct instruction rather than being interactive. One simple way of making videos more interactive is asking questions in one video, providing solutions in the second and seeking student reflection. This study utilises two physics education videos by Derek Muller (Veritasium) which were deployed with 508 first year physics students at The University of Sydney. The students watched the first video, which asked four physics questions, and were prompted to write down their answers. After this, the students were shown the solutions video and asked whether they changed, or did not change their answer, and their reasons for doing so. Data were analysed with a mixed-methods approach. While students whose answers did not match the solutions mostly modified their answers, a nontrivial percentage did not. An interesting finding is that the reasons provided for modifying or not modifying their answers are similar, or ‘mirrors’ of each other. We comment on the nature of the questions and the opportunities for learning by incorporating reflective thinking, particularly through videos that use a question, solution & reflection style.

通常，在线物理教育视频的格式在风格上更接近直接指导而不是交互式。使视频更具交互性的一种简单方法是在一个视频中提出问题，在第二个视频中提供解决方案，并寻求学生的反思。这项研究利用了Derek Muller（Veritasium）制作的两个物理教育视频，该视频与悉尼大学的508名一年级物理学生一起部署。学生观看了第一个视频，该视频问了四个物理问题，并被提示写下答案。之后，向学生展示了解决方案视频，并询问他们是否更改了答案或未更改答案，以及这样做的原因。使用混合方法分析数据。答案与解决方案不符的学生大多修改了答案，不平凡的百分比没有。一个有趣的发现是，提供修改或不修改答案的原因是相似的，或彼此“镜像”。我们通过结合反思性思考来评论问题的性质和学习机会，尤其是通过使用问题，解决方案和反思方式的视频。