Abstract: Lecture experiments in physics typically exhibit a low learning effect in respect to conceptual knowledge and representational skills. In this context, it was shown that students partially experience strong difficulties even to observe an experiment and recall the outcome of it correctly. However, at the same time the correct observation of lecture demonstration experiments were shown to be a condition for conceptual learning. In this contribution, we demonstrate a method to improve the observation of lecture experiments via cross-linking lecture experiments to homework problems using video analysis and traditional tasks. Video analysis offers a unique tool to connect lectures and recitation sessions and to overcome the shortcomings of classical homework problems, which is the lack of graphical representations, data analysis and inquiry-driven learning, thus creating a coherent learning experience. Here, we show in an intervention/control-group study that video analysis proves to have advantages to connect certain lecture experiments with the recitation sessions.