Along with the rapid development of computer and Internet technologies, efforts have been conducted to include design, development, and evaluation of computer applications for learning activities. Although extensive research has defined the use of computer applications in various disciplines, few studies have systematically investigated students' self-regulated learning skills while learning with an interactive learning module specifically in computer science education. The purposes of this study are to investigate high school students' computer self-efficacy, cognitive, and metacognitive strategies while students learn with the interactive learning modules and performing a mixed-methods study. Data collection included students' self-reports and traces of student activity. The quantitative analyses applicable to this study included descriptive and non-parametric statistics. Qualitative data were gathered from interactive learning module screen-captured videos and interview transcripts to support findings from quantitative data. The outcome of this study will inform policy makers, educators, researchers, developers, and others of the importance of a self-regulated learning perspective when designing instruction using an interactive learning module.