Abstract: With the shift of students back into the classroom, instructors are continuing to look for ways to supplement traditional in-person learning with the affordances of online learning modalities. Therefore, we aimed to better understand how our learning experience design (LXD) efforts support or hinder children’s engagement during an online, video-based math course. This study operationalized LXD through leveraging e-learning instructional design (ID) for promoting situational interest (SI), emphasizing human-centered design to support user experience (UX), and integrating SI and UX to foster student engagement in an online environment. Results provide practical implications for intentionally iterating our designs to sustain children’s online engagement as we prepare for future instances of traditional, online, and even hybrid models of instruction.