Student achievement in online courses is a concern for many higher education institutions, and instructors and course designers are looking for innovative ways to deliver content and improve achievement outcomes in online courses. The problem was the final course grades and pass rates of Pathophysiology 370 and Nursing 120 fell below the expectations of the private, for-profit institution in Southern California where this study took place. The purpose of this quantitative quasi-experimental study was to investigate statistically significant differences in student achievement when an interactive, episodic storytelling video was embedded into Pathophysiology 370 courses at a private, for-profit university in Southern California. This type of video format is new to education, and few empirical studies exist to support its use. The cognitive theory of multimedia learning and engagement theory comprised the theoretical framework that guided this study. The research questions were used to investigate if statistically significant differences existed in final student grades between courses that used this type of interactive, episodic storytelling video series and those that did not. Final student grade data from the university's population of students who had the interactive, episodic storytelling video series "Rounds" embedded into the Pathophysiology 370 course were analyzed using multiple t-tests in SPSS. Significant improvement of student achievement was found during the data analysis not immediately, but over time. These findings may help guide and inform administrators who might be considering allocating funding and resources toward producing their own interactive, episodic storytelling video series. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]