In recent years, a lot of focus has been given to the study of interactive video. However, interactive video has not been examined as a tool for self-directed learning in the classroom and has not been exploited together with tablets. This study tries to assess the value of an e-learning environment which is based primarily on interactive learning video and which is supposed to enable self-paced learning in the classroom with the use of tablets. A study with 48 undergraduate students attending the third year of their studies in a Pedagogical Faculty was conducted. Students got connected to the online environment and without any guidance, they were asked to follow a learning path concerning thermal heat transfer for 45 minutes. Data collection came through a questionnaire, researchers' observation and focus groups and the participants were asked to express their views both as learners and as future teachers. Undergraduate students were very positive both in regards to the learning efficiency of the environment and the experienced enjoyment. The students assessed the interactive video as interesting, original, unexpected and innovative and were enthusiastic with the new pedagogical approach. Since the new approach requires students to work in teams and each team should be autonomous, they characterized the approach as a truly student-centered and innovative. [For full proceedings, see ED571332.]