Some of the online explainer videos for physics present misconceptions as scientifically correct explanations. Even so, some of these videos achieve good ratings on online platforms. A possible reason is that explainer videos with misconceptions foster an "illusion of understanding"--the mistaken belief that a topic has been understood. Misconceptions close to everyday experiences might appear more attractive than scientifically correct explanations. This experimental study (N = 149 physics learners with a low prior knowledge on average, sample of convenience) was conducted to explore this effect. Two explainer videos were developed to be comparable in terms of comprehensibility and duration. The explanatory approach was the only difference between the two videos. While the experimental group watched a video introducing the concept of force using misconceptions, the control group watched a scientifically correct video. Learners from the experimental group developed an equal belief of understanding, but more misconceptions and fewer scientifically correct conceptions than those from the control group. We argue that this illusion of understanding might become problematic (a) in physics instruction because students who have watched a misleading video might regard further teaching in school as irrelevant, and (b) learners might tend to rate videos including misconceptions better on an online platform like YouTube. Future studies should examine these two possible consequences.