In the last couple of decades there has been a rise in using educational videos in classrooms. Video is every educational material which is presented in digital form, and it is primarily a combination of pictures in motion (animations) and spoken words (naration), but it can also contain static pictures and written words. Studies show that by adding graphics and animation to text our understanding and learning gets better. It is considered that one of the biggest advantages of video is that it affects not only cognitive but also emotional state of the person. That generates conditions in which cognitive processes desirable for learning can start. The aim of this paper was to examine whether the type of material (video or textual) from which a person learns and level of prior knowledge (low or high) affects rembering facts and experiencing epistemic emotions. Two online experimental situations were conducted (N=165 and N=107), one with materials in Croatian and the other with materials in English, in which the participants were students. They were divided into four groups depending on the type of the material from which they learned and their level of prior knowledge. The results showed that the group that studied from text scored more points on the knowledge test than the group that studied from video, and the group with higher prior knowledge scored higher than the group with lower prior knowledge. In the first experimental situation it was shown that those with higher prior knowledge reported feeling higher levels of emotions of interest and enjoyment, but lower levels of confusion, anxiety, frustration and boredom than those with lower prior knowledge and that those who studied from text reported higher levels of interest than those who studied from video. In teaching, these two types of materials could supplement, but not substitute each other.