Learning in the present times has required not only advanced technology but the use of technology that aids in promoting learning that is both engaging and self-paced with a balanced mix of tempo and experience. This Research to Practice Work-in-Progress study involves interactive video enhanced tutorials (IVETs) that were developed as part of an ongoing NSF funded project to promote problem-solving in physics. IVETs are short, web-based activities taking students 10–15 minutes to complete. In this WIP paper, the researchers focus on a cross-section of the work that is part of the ongoing study and report impact of teaching problem-solving in the context of three groups namely, IVET group, video-only group, and no treatment group. The students are all engineering majors enrolled in a first-semester calculus-based physics course. Impact was also analyzed in relation to student demographics, with subgroups including women and underrepresented minorities. This research study employs quantitative (demographic, follow-up problem) and qualitative data (student artifacts), along with mixed methods analysis to report the emerging results. IVETs are an innovative genus of teaching-learning tools that are expected to meet the needs and challenges of the current learning environment to engage students, while focusing on the development of core discipline-specific skills, and extend the learning of engineering and science students through deliberate problem-solving practice. Additionally, IVETs are a tool that can have useful implications in transforming learning in other STEM disciplines through multidisciplinary convergence via integration to retain undergraduates in engineering and other disciplines of STEM.