Abstract
<jats:p><p>Context and relevance. In the context of education digitalization, studying the conditions for transforming video from a recording tool into a new educational instrument is highly relevant. Objective. The aim is to identify psychological factors influencing the impact of video fragments on the process of collaborative solving of experimental-research tasks by adolescents. Hypothesis. The effectiveness of video fragments as a psychological tool is determined by the method of their integration into educational activities through the organization of reflective interactions. Methods and materials. An original "Sticks" methodology was developed based on V.V. Rubtsov's socio-genetic approach. This article presents the results of 20 students in the 8th grade. Results. Conditions for integrating video fragments into collaborative activity were identified in three functions: archiving, modeling, and dynamic sign function. The teacher's organization of content-focused reflection from different role positions based on activity video fragments led to the development of communicative-reflective processes, changes in problem-solving methods, and increased levels of concept generalization. Conclusions. The key psychological factor influencing the impact of video fragments on the collaborative problem-solving process is the teacher's organization of participants' reflective interactions aimed at identifying the meanings and foundations of joint actions objectified in the video fragment of the solution process. The condition for organizing content-focused reflection was the shift in participants' role positions when analyzing the video fragment of the solution process.</p></jats:p>