The aim of this paper is to discuss the non-ttractivity of the solving of quantitative examples in Physics. The problem was find out not only in teaching and learning Physics at secondary and high schools, but also during various competitions (Physical Olympiad, Physical Kaleidoskope, Fermi Questions tournament). The discussion in this paper will be based on the research that was done in 2009. More than 335 respondents completed our questionnaire about examples. The questions inquired about reasons why students solve examples, if they understand the settings or if they will prefer an animation (video) of the situation and the problem of the classification rating. The statistical evaluation was realized by using the chi quadrate test. The results of this research will be used in our next activity - we will prepare a set of interactive physical examples to make use of the motivation effect of multimedia and ICT technology in Physics education.