We study the utilization of three interactive mathematics textbooks by college students in calculus (C), abstract algebra (AA), and linear algebra (LA). In biweekly surveys (logs), students reviewed the visual representation of their textbook viewing (heatmaps) and reflected on why and how they were using the textbook on a specific day. Using the instrumental approach, we created 'action paths' based on three students' goals: completing homework assignments, preparing for examinations, and self-studying and looked for commonalities and variations in actions across goals and textbooks.