This comparative, multiple-case qualitative study aimed to learn more about how students learn with and behave during mathematics instructional videos. While some researchers suggest that learning and teaching mathematics online is more complex than other disciplines, others believe that learning in the video learning environment can be effective if managed appropriately. Therefore, the researcher felt there was a need for a deeper understanding of how mathematics students learn and interact during video-based learning environments. More specifically, the researcher chose to investigate how learning behaviors and types of video-based learning environments (traditional and interactive) impact students' learning outcomes. This study's findings suggest that interactive instructional videos have positive implications for the teaching and learning of mathematics. The researcher found that interactive instructional videos have the potential to alleviate cognitive load and facilitate a more efficient learning experience compared to learners who participated in a traditional instructional video learning experience. The researcher's findings also show that, on average, the interactive instructional video participants retained more conceptual and procedural knowledge compared to learners who completed the traditional instructional video learning experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]