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Attitudes Toward and Usage of Animations in an Interactive Textbook for Material and Energy Balances Abstract The concept of active learning or “learning by doing” is applied to animations within an interactive textbook in this contribution. A Material and Energy Balance (MEB) course for undergraduate chemical engineering students has generated large data sets by using an interactive textbook from zyBooks. MEB is a foundational course that includes new terminology, the basic principles of mass and energy conservation, and tools for problem solving. Here, outside of class engagement is measured using student views of multi-step animations that introduce MEB concepts in small chunks. Students usage of the interactive textbook have been logged for several years and reading participation was measured as high as 99% by median. Within the reading participation data are the clicks to start, complete, and re-watch over 100 animations across the book, which has not been explored in detail. This paper addresses research questions specifically related to animations. First, do students complete viewing an interactive animation and what is the rate of re-watch? Next, do certain animations gather re-watch views across several cohorts? Also, what is students’ understanding and attitude about using animations in their engineering education? We will administer pre- and post-surveys to understand students’ interest in chemical engineering as well as animation use.