This dissertation uses Interaction Theory to address the learner-content interactions before and after a format change to electronic textbook (ebook). This is significant because active learning pedagogies (such as flipped classrooms) increasingly push content-delivery outside of the classroom, and examination of the chemistry course resources is necessary to meet demands for interactive content-delivery devices.To investigate this issue, a longitudinal survey of general chemistry students perception of their use of course resources and textbook features before and after the adoption of an electronic textbook. As such, we can see that the main sources of information for students are the textbook, Google, friends, and occasionally peer or private tutors. As far as a format change, the students engage with the features in a similar manner despite the availability for more interactive choices. If the format does not engage them more, it begs the question, is this all we can do with an ebook?Based on the responses of the survey, eye-tracking experiments were designed to investigate the learner-content interactions with animations and worked examples. In the animation investigation, students with higher post-test scores had shorter total fixation duration when ordering the events overall, especially planning and solving phases of the problem-solving process. In the planning phase, both groups of participants had patterns between adjacent choices (e.g. DCD or FED) without any jumps (e.g. ADE). In the problem-solving phase, the incorrect groups patterns were between adjacent choices or steps (e.g. ABC or 432) while the correct groups patterns were between choices and corresponding steps. The final experiment investigated participants visual attention to conceptual and algorithmic information in worked-out examples using eye tracking. While there was not a significant main effect for AOI type, there was a significant main effect for example type; participants responded differently to the various stimuli. One might infer from the traditional (algorithmic) worked-example that general chemistry students are only interested in the mathematical content to aid problem-solving. The interaction effect demonstrates that there is a significant change in fixation length for participants when the example type incorporates conceptual information or uses conceptual, particulate-level diagrams to explain.