The current research aims to investigate information visualization found within students' self-regulated learning skills while they are engaged in an interactive learning module. While the cognitive actions represent contextual activities found when students use interactive learning modules, the metacognitive component was represented by planning, monitoring, and regulating strategies. Students at two high schools in the state of Utah located in the United States of America were the target research population. They enrolled in programming and math classes offered by School ABC and physics class offered by School XYZ. Data was selected from eight students who completed activities in this study. This study particularly focuses on the Boolean Logic module. Screen-captured videos were used in this study. Additionally, a proposed design of self-regulated learning strategy visualization was also provided.