The problem is that online learners in universities experience mind-wandering while viewing video lectures because of low rates of engagement, leading to a loss of focus. The purpose of this qualitative case study is to explore how interactive online activities that relate directly to a lecture can mitigate the problem faced by online university learners experiencing mind-wandering while viewing video-recorded lectures due to low rates of engagement and focus. The theoretical framework that guided this research was constructivism. The author assumed that better understanding of how learners describe solutions to address experiencing mind-wandering while viewing lecture videos because of low engagement and focus, together with their experiences with embedded interactive activities, would help students and instructors enrich online content. For the study, a purposefully selected sample of 12 online university learners from diverse backgrounds from a closed social media group for a private online university in the United States was recruited. The primary data collection method was interviews. Supportive methods included critical incident questionnaires and observation. The data were coded, organized according to research questions, and entered into NVivo software. Analysis and evaluation of key findings were organized by analytic themes based on the study's theoretical framework: students need to incorporate strategies that work for them, lecture videos need interactive components, students describe experience with activities regarding mind-wandering, and students describe experience with activities regarding focus. The findings revealed that students experience mind-wandering because of the gap between engagement and video lecture design. Recommendations for the practice of future research are acknowledging and closing this gap by embedding engaging activities and implementing design strategies into the video lecture to close the engagement-design gap and encourage focus effectively. [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.]