The paper presents an analysis and comparison of student performance during the first year of study at a technical university, specifically in the first semester of the 2024/25 academic year, for the subject "Introduction to Physics." The goal of this study was to assess and compare students' conceptual understanding at the beginning and end of the semester. The results indicate an increase in the number of correct answers on the final test compared to the start of the semester.

Our current observations suggest that students struggle with reading comprehension, often failing to read sentences fully. In computational exercises, many students do not grasp the requirements for solving problems. This issue has worsened over the years. However, we have seen positive outcomes from the use of films developed as part of the Films4Edu project. Students from both schools and universities engage with these videos and conduct experiments at home. Feedback indicates that video demonstrations and analyses significantly improve students' understanding and ability to visualize concepts.

New multimedia tools and technologies help capture students' attention, making the learning process more engaging and efficient. Interactive films foster students' creativity and critical thinking, encouraging them to experiment and analyze. By increasing student involvement in physics and technology lectures through active learning techniques, such as video-based experiments, a greater interest in these subjects is nurtured.

To address misconceptions about physical processes during lectures, we implemented an interactive teaching approach using the Video Analysis Method (VAM), which involved analyzing real-world physical experiments captured on video. Lectures combined video demonstrations with video analysis using the Tracker interactive program, accompanied by active student discussions using the Peer Instruction (PI) method.

We used a Force Concept Inventory (FCI) pre-test and post-test at the beginning and end of the semester for comparison and analysis. Both correct and incorrect responses for each FCI question were examined, along with changes in the number of correct answers and the frequency of incorrect responses. A Student's t-test showed a significant increase in the number of correct answers by the end of the semester.

The process of watching real-life videos of physics concepts, followed by analysis and active discussion, has positively impacted students' understanding and knowledge of Newtonian mechanics. The findings presented in this paper support and align with previous research, including both our own and studies conducted by others.

Keywords: STEM education, physics teaching and learning, FCI test, misconceptions, PI method.