This paper aims to present the theoretical-practical configuration of creating an interactive video (IV) with a concept map (CM), based on concepts from meaningful learning theories and multimedia learning. The main characteristics of CMs include linking one concept to another through a connecting phrase, forming a proposition that must have semantic clarity; answering a focal question that helps define the map's spatial boundaries (avoiding excessive expansion); requiring some hierarchization, with the more inclusive concepts at the top and the more specific ones below. The main features of IVs are viewer interactivity through clickable links, and comprehension check questions, among other possibilities. The development of this material also utilized the Technological Pedagogical and Content Knowledge (TPACK) model, which emphasizes the need for teachers to have a comprehensive understanding of digital resources to effectively integrate technology into teaching practices and enhance student learning. The knowledge area covered for the IV is Basic Physics at the higher education level, focusing on Newton's Laws, based on one of the textbooks traditionally used as a reference at this educational level. Thus, the developed model resource was named 'IV with CM - Newton's Laws,' featuring a duration of 8 minutes and 6 seconds, with four interactive elements:
(1) an image with a link to an introductory CM, along with audio;
(2) a multiple-choice question;
(3) a link to an Open Educational Resource about friction force; and
(4) a link to access the image file of the complete CM used as the video's basis.

The Edpuzzle platform was used for the final development and sharing of the IV. It is considered that from this theoretically and practically grounded model resource, other educators may be inspired to develop their own IVs, providing an engaging and empowering approach to the teaching and learning process.

Keywords: Concept map, Physics teaching, multimedia learning.