This study investigates the impact of audiovisual materials on upper secondary school students’ learning outcomes and interest in history lessons, comparing video with textual history sources. The research was conducted in the Czech Republic and involved 155 students. It measured immediate knowledge acquisition, long-term retention, and interest levels using post-activity and follow-up tests. Results revealed no significant differences in learning outcomes between the two groups, with both formats showing similar retention rates and only marginal differences in student interest. The findings align with prior studies, suggesting that audiovisual tools primarily enhance initial engagement but do not ensure sustained learning. This research highlights the importance of integrating multimedia resources into inquiry-based frameworks, advocating for blended approaches to optimize engagement and critical historical thinking in education.