Two complementary studies, one in the laboratory and one in the field, compared the usage patterns and the effectiveness of interactive videos and illustrated textbooks when German secondary school students learned complex content. For this purpose, two videos affording different degrees of interactivity and a content-equivalent illustrated textbook were used. Both studies showed that in contrast to previous studies working with non-interactive videos, the effectiveness of interactive videos was at least comparable to that of print, probably due to the possibilities provided for self-regulated information processing. It was shown that the interactive features of the videos were used spontaneously. However, features enabling micro-level activities, such as stopping the video or browsing, seemed to be more beneficial for learning than features enabling macro-level activities, such as referring to a table of contents or an index. This finding is explained by students' misconceptions about the use of features enabling macro-level activities. (Contains 6 tables and 1 figure.)