Video is a preferred medium of instruction over other media for learning about digital animation. However, there is lack of understanding of how and why students use video instructions for learning digital animation. The purpose of this study is to explore how learners use online videos for learning from the perspectives of Uses and Gratification Theory and Cognitive Theory of Multimedia Learning. Twenty final year students enrolled in Digital Animation programmes in Klang Valley, Malaysia participated in focus group discussions to share their thoughts and experience of online videos for self-directed learning. Through thematic analysis, the students voiced dependency on online videos especially for skill mastery, ideas, and inspiration. The process of how online videos were used for self-directed learning was derived from data analysis. The findings also revealed that students gained content and process gratification by using videos but did not gain much gratification socially through online video uses. It was also found that digital and critical literacy skills are required in order to become more effective and efficient in using online videos for learning. The findings of the study would enable educators and media specialists to identify the capabilities and challenges of online video use to maximise its potential to engage learners.