Learning with online video is pervasive in higher education. Recent research has explored the importance of student engagement when learning with video in online and blended courses. However, little is known about students' goals and intents when engaging with video. Furthermore, there is limited empirical evidence on the impact of learning context on engagement with video, which limits our understanding of how students learn from video. To address this gap, we identify a set of engagement goals for learning with video, and study associated student activity in relation to learning context (course week, exam, and rewatch). In Study 1, we conducted a survey (n = 116) that maps students' video viewing activities to their engagement goals and intents. We identified a variety of engagement goals, specifically Reflect, Flag, Remember, Clarify, Skim, Search, Orient, and Take a break. In Study 2, we analyzed clickstream data generated by 387 students enrolled in three semester-long courses. We examined the impact of learning context on students’ engagement with video. A multilevel model showed different patterns for online and blended courses. Students in the online course showed much more strategic and adaptive use of video. As the semester progressed, students in the online courses performed fewer Reflect and Search. During exam weeks and when rewatching videos, online students performed more Search within the video. The only trend that was found for blended learning students was an increase in Skim with course week. These findings have implications for video players that adapt to context, such as helping students easily locate important in-video information during the exam week or when rewatching previously watched videos.

在线视频学习在高等教育中无处不在。最近的研究探索了在在线和混合课程中使用视频学习时学生参与的重要性。但是，对于与视频互动时学生的目标和意图知之甚少。此外，关于学习环境对视频互动的影响的经验证据有限，这限制了我们对学生如何从视频中学习的理解。为了解决这一差距，我们确定了一套视频学习参与目标，并研究了与学习环境（课程周，考试和复习）相关的学生活动。在研究1中，我们进行了一项调查（n  = 116），该调查将学生的视频观看活动映射到他们的参与目标和意图。我们确定了各种参与目标，特别是反思，标记，记住，澄清，略读，搜索，定向和休息。在研究2中，我们分析了三门学期课程中387名学生产生的点击流数据。我们研究了学习环境对学生参与视频活动的影响。多层次模型显示了在线课程和混合课程的不同模式。在线课程的学生展示了更多更具战略性和适应性的视频使用方式。随着学期的进行，在线课程中的学生进行的反思和搜索活动有所减少。在考试周和重新观看视频时，在线学生的表现都更好在视频中搜索。混合学习的学生发现的唯一趋势是，随着课程周的学习，脱脂率增加。这些发现对适应环境的视频播放器具有重要意义，例如帮助学生在考试周或重新观看以前观看的视频时轻松找到重要的视频内信息。