Introductory physics labs have long been a cornerstone of undergraduate physics education, owing to their integral role in the curriculum. However, students often encounter challenges, particularly in data analysis. This includes grappling with various concepts and methodologies, with uncertainty analysis, notably the Z-score, standing out as a persistent hurdle. In our study, we aimed to address this issue by integrating a concise instructional video, aligning with the Cognitive Theory of Multimedia Learning principles, into the initial stage of an introductory physics lab focusing on data analysis. In the study, ninety-four students were exposed to and engaged with the Z-score video, while ninety-one students did not. The outcomes unveiled a notable divergence in performance between the video and non-video groups, evident both immediately and after a week. These results strongly affirm the potency of concise multimedia interventions in augmenting student understanding and proficiency in introductory lab instruction. Limitations and future directions were also discussed in the end.