Using digital video as a learning tool is quickly becoming one of the most popular ways for instructors to convey content to students. With instructors assigning online videos from sources like Khan Academy, YouTube, TeacherTube, TEDx, PBS Learning Media, and others, as well as recording their own lectures and assigning the video as part of an online or blended course, video content is becoming ubiquitous. A new set of tools has begun to emerge, allowing instructors to easily embed custom questions into assigned videos used in online and blended courses (Edudemic, 2014). Most instructional video lacks interactivity and, as a result, assessment of learning in these contexts has been limited and uneven (Cummins et al. 2016). This paper includes three perspectives to be considered in the use of interactive video: 1. results of a usability analysis for three tools, 2. case study observations made by instructors using those tools, 3. student feedback regarding the use of interactive video for learning. The affordances of interactive video assessment tools in online and blended learning are systematically investigated, and comparisons of those affordances across multiple tools are shared. Case based observations by instructors show how interactive video assessment tools can allow for more efficient and effective inclusion of video content in different courses. Student feedback on their perceptions of learning gains are collected through survey, showing how the use of interactive video assessment tools can impact student learning gains in a large enrolling online course. Results show that after watching the interactive videos, students reported 1. Good or great gain in general learning approaches, 2. Good or great gain in understanding video content, and 3. Moderate to great gain in most aspects of attitude toward the subject being taught.