Asynchronous online learning environments present unique challenges for fostering active engagement and ensuring students receive immediate feedback on their understanding, a benefit readily available in traditional classroom settings. In this self-paced context, the onus of active learning, including intentional note-taking, connecting to prior knowledge, and seeking out additional practice, falls entirely on the student. This passive consumption is particularly problematic in programming courses, where mastery requires active hands-on practice. To address this gap, this pilot study investigates the impact of mandatory interactive elements embedded within lecture videos (using PlayPosit) on student engagement and perceived utility. Preliminary results demonstrate that students find the interactive videos significantly more engaging than traditional asynchronous lectures. Moreover, the data indicates a positive impact on the perceived utility of the content, particularly in their ability to quickly check and confirm their understanding as they progress through the content.