This study explores the relationship between students' affective states and their interactions with educational videos. While video-based learning has become increasingly popular, it is important to understand the emotional and behavioral dynamics that influence learning outcomes. Using a qualitative content analysis approach, data were collected from 34 students enrolled in a Physical Programming course. The students' self-reported data after interacting with 15 educational videos were analyzed, focusing on behaviors such as pausing, seeking backward, seeking forward, or speeding up the videos. Additionally, their affective states, including engagement, boredom, confusion, and frustration, were examined. The findings reveal that students frequently pause and seek backward in videos when they encounter difficulty or need clarification, while seeking forward is often used to skip over familiar content. Boredom typically arises due to content density or presentation style, leading to early termination of video viewing. Conversely, engagement is fostered when students find the topic interesting or engage in practice activities, resulting in a more continuous viewing experience. The study highlights the need to consider both behavioral and affective factors when designing educational videos to optimize student engagement and learning. By providing insights into the connections between video interactions and emotional responses, this research contributes to improving the design of educational video materials and offers implications for enhancing video-based learning experiences. [For the full proceedings, see ED665357.]