Information communication technologies are rapidly finding a niche in practical work in science laboratories in both schools and tertiary institutions. This paper reports on a project investigating students' learning processes when video analysis and data logging practical work were used in a first-year undergraduate physics course. Student volunteers were group interviewed. Preliminary findings suggest that students were motivated by the tasks and perceived that the tasks helped them understand their physics concepts. The manual movement of the cart and the freeze-frame element of the video analysis were viewed positively by the students. Further analysis indicates that students used elements of the video analysis and data logging practical work to reinforce already existing ideas rather than challenge the robustness of their existing ideas.