Research carried out so far has shown that high school students have numerous misconceptions about the menstrual cycle, especially when it comes to determining ovulation days, and it has also been shown that using a good and quality pictorial representation is of key importance for dispelling those misconceptions. Today’s modern generations are used to a quick access to information and their visualisation, hence the teaching process should be adapted to this, i.e. modernised in order to bring it closer to the students. One way of modernising it is also to incorporate video materials into the teaching process. The aim of this research is to determine what impact a simple video in comparison to a pictorial representation has on learning facts and concepts related to the menstrual cycle, more precisely determining the ovulation days. The research was conducted on a sample of 133 students from three schools in Zagreb with different programmes – general education, natural sciences and natural sciences and mathematics. The results of three surveys were analysed just before their processing, after their processing and with a time lag of approximately three months after covering the lesson. Furthermore, students and teachers were surveyed with the aim of detecting their preferences, i.e. determining the attractiveness of the materials used. The results show that there is a difference in the impact of the materials on determining the ovulation days, albeit not always statistically significant; however, there is a significant difference in the students’ and also teachers’ preferences between them.