Learning interventions based on modules are common in computer science education. Traditional learning modules that present a large amount of content in a linear format can lead to students skimming and skipping content resulting in lower student engagement and effectiveness. In this paper, we present theoretical support for increasing engagement and effectiveness of learning modules, describe a system that implements these principles, and discuss the results of a study across four sections of CS0. Using the Security Injections @Towson cybersecurity modules, we enhanced select modules by incorporating the e-learning design principles of segmentation and interactivity. The study compares student engagement between the current (1.0) modules and the enhanced (2.0) modules. The use of the enhanced (2.0) modules significantly increased student engagement and these results persisted across gender and race. Feedback from instructors indicates higher student and instructor interest in the enhanced modules; in spring 2015, more than 20 instructors are using the enhanced (2.0) modules.