Undergraduate chemistry experiments can challenge students to develop effective skills and techniques. Interactive videos for teaching chemical techniques and instrumentation during laboratory sessions were implemented at Griffith University, to support student active learning. Experiments or instrumental activities, in third-year level chemistry laboratories, were filmed from multiple perspectives and teaching videos created. The videos were viewed by students in situ on laboratory-dedicated mobile devices (iPads) or on a laboratory TV screen, in playback mode. Details of mixed approaches for a variety of forensic and organic chemical techniques (ten examples) are compared (Cresswell S.L., Loughlin W.A., Coster M.J., Green D.M. J. Chem. Educ. 2019, doi.org/10.1021/acs.jchemed.8b00647). Professional and mobile phone filming and editing provided accurate high-resolution videos that were suitable for teaching. Filming with mobile phone cameras was preferred for accessing multiple angles and experiments in constrained spaces, such as fumehoods. Timely use of videos during lab sessions, particularly on portable devices, aided students in experiment equipment set-up and performance of tasks. The research concluded that the opportunity to watch interactive videos is important to demonstrate the dynamics of chemical experimental techniques to students, who can be potentially disadvantaged if the instructions are solely in a printed laboratory manual.