Background: Continuous advances in mobile and multimedia technologies have increased interest in the use of e-books in educational settings. Objectives: The current study investigated how the e-book technology and different types of feedback influenced the learning, motivation, and cognitive load of students within the differentiation unit of mathematics class. Methods: Participants targeted for this study consisted of 125 first-year students randomly assigned into one of four experimental conditions formed by a 2 (interactive e-book vs. static PDF book) x 2 (simple feedback vs. video feedback) factorial design. Results and Conclusions: The findings showed that there is a significant main interaction effect between the use of interactive e-book and video feedback when students' achievement scores are measured. While no interaction effects on intrinsic motivation between the type of e-book and type of feedback were found, the findings revealed interactive e-book and video feedback separately increased intrinsic motivation. With regard to cognitive load, the results revealed that the use of interactive e-book that delivered video feedback significantly reduced students' extraneous and intrinsic cognitive load.