The article examines the problems faced by two groups of Master students when they are asked to enter into a three-dimensional "describe-problematize-interpret" process to grasp intercultural situations. We wondered whether the use of video could foster the critical development of students, which is so difficult to achieve when it comes to observing one's own value judgements. The following research question will be considered: Would video enable students in education to describe, problematize (conceptualize) and interpret an intercultural situation? We propose a comparative study between a group of distance learning students working on video and a group of face-to-face students working on a written document. By intercultural we mean an approach that focuses on the processes of (re)actualisation of plural identities by people in communication. The focus is less on culture as a determinant of ways of doing, saying and being than on the way people use cultural traits to say/tell each other in verbal or non-verbal communication. After presenting the theoretical and methodological frameworks of our study, we will discuss the results of our analyses. These will open doors to new practices for intercultural education based on a training system that places great emphasis on video annotation.