Contribution: This study adds to the literature by investigating the association of student behavioral and cognitive engagement with video content and their learning. This study addresses the lack of feedback on how students engage with the video content during the asynchronous learning mode. Background: Higher education rapidly integrates various forms of digital technology into their learning environments. Understanding student interactions with digital technologies is essential to design flexible and highly adaptive learning environments that accommodate a range of student learning preferences. Educators may provide students with the knowledge to help their learning by better grasping how students interact with digital devices. Therefore, this article aims to investigate the effect of video content engagement on students' understanding of the concept. Research Question: This study explores the research question, what is the effect of engagement with the video content on students' understanding of the concept in a blended learning (BL) mode? Methodology: The course "Engineering Exploration" offered to first-year undergraduate students at a university in India includes one of its modules where this study is situated. The delivery of the module for this study is in blended mode. The authors measured engagement with video content followed by the topic modeling of reflective answers submitted by students during the synchronous session to investigate the level of understanding of the concept. The cross tabulation is used to investigate the effect of engagement on the content produced by students. Findings: The results show no association between engagement with video content and the content produced by students in reflective answers.