在此研究中，我們在Co-Sci物理模擬網站下，使用了YouTube API和設計了學習活動，來幫助學生學習物理。這個系統用於測試國小學生學習鐘擺的概念。此研究的目標為觀察學生透過模擬學習物理和藉由真實影片學習物理之間，兩者間學習的表現。我們也觀察了各小組學生對學習科學的概念、他們的學習行為，以及學習成就。參與此研究的實驗對象共為35 位學生，其中以不同的學習活動分為兩組，模擬搭配探究指引 (Simulation with Inquiry Guidance, SIG)組的17位學生，以及影片搭配問題解決 (Video with Problem Solving, VPS)組的18 位學生。每組使用不同的學習的媒體和教學法。經統計分析顯示兩組間學習成效並沒有顯著的差異。兩組學習成效也沒有顯著差異。研究限制和系統缺陷也被發現可以改進以用於未來的研究。;In this study, we implemented a video feature in the Co-Sci physics simulation website using YouTube API and developed learning activities to help students to learn physics. The system was tested on elementary school students learning pendulum concepts. The aims of this study were to investigate the learning performance between students that learn physics through simulation only and students that learn using simulation with real video. We also investigate students’ conceptions of learning science, their learning behavior, and the learning achievement in the respective group. Total participants in this study were 35 students which were divided into 2 groups, 17 students in Simulation with Inquiry Guidance (SIG) group and 18 students in Video with Problem Solving (VPS) group. Different learning medias and pedagogies were applied for each group. The statistical analysis result showed that there was no significant difference in learning outcome of the two groups. There was also no significant difference in learning achievement between the two groups. Study limitations and system weakness has been identified to be improved for the future works.