Media multitasking, or engaging in multiple media and tasks simultaneously, is becoming an increasingly popular phenomenon with the development and engagement in social media. This study examines to what extent video content affects students' reading comprehension in media multitasking environments. One hundred and thirty university students were given reading comprehension tests in two multitasking environments: the background environment (a video playing in the background that could be ignored) and the test environment (a video playing at the same time that the students knew they would be tested). Two different videos were used: one, a situational comedy, the other, an in-depth news report. Results indicate that the two videos affected reading comprehension differently, with the news report interfering more severely than the comedy, but also more easily ignored when necessary. Implications for social media and learning are discussed. (Contains 3 tables and 3 figures.)