The often-cited Chinese teacher and philosopher, Confucius, noted ‘I hear and I forget, I see and I remember, I do and I understand’ (The Open University, 2019). In responding to an article by Hilliard and Stuart (Internet and Higher Education 41(1):11–24, 2019), Ramanau attached importance to personal interaction for hybrid learners and noted that a greater proportion of online activities leads to a more interactive learning experience (Ramanau in Designing Online Learning for Interactivity. The Scholarship Centre for innovation in online Legal and Business education (SCiLAB), 2020). This chapter will explore an investigation into the use and value of digital interactivities as a means of engaging Level 1 business and law students, as well the perceived and actual benefits of that engagement by students. Using data gathered from a questionnaire and focus group discussions, the chapter evidences that students engage positively with interactivities and value them as an important part of their learning experience. Students expressed preferences for short activities that provide immediate feedback and advised that variety is key to engagement. However, where engagement is lacking, key barriers are time constraints, ineffective ICT and activities felt to be insufficiently challenging. Findings and recommendations detailed in this chapter have, to date, helped to inform the development of module materials in Faculty of Business and Law (FBL) as well as influencing practices at universities in the UK and internationally.