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Evaluation studies aimed at the effectiveness of computer-aided experiments are mostly focused on the role of microcomputer-based laboratories (MBL) in physics teaching where students work in pairs with the computer and play an active role in their process of learning. Many researchers in this field have shown that the MBL method is much more effective in understanding selected concepts than the traditional lecture-plus-homework approach. On the basis of the research into the role of one computer in the room used for microcomputer-based interactive lecture demonstrations realized at university level we tried to create a similar more active school environment for secondary school physics using computer-aided experiments in interactive demonstrations. We have chosen several topics to implement these experiments, i.e. kinematics, direct current electric and magnetic field. To evaluate student learning we realized the pedagogical experiment with two participating classes for each topic. Teaching in class 1 was realized with traditional methods. The results of the post-tests administered after finishing each of the selected topics have indicated the positive influence of this way of teaching on students' understanding of kinematics and direct electric current concepts. In the case of magnetic field teaching it has not been proved. Since the sample of students participating in the research was quite small we are planning to continue our research with larger number of students in the future to get more definite conclusions.