This paper challenges a static view of the multimedia presentation as merely a final product for grading, and discusses how to elicit evidence-based understandings about student learning from such a presentation. We present a micro-ethnographic study investigating students' learning outcomes and task interpretations from multimedia presentations. The study was situated in a global technology-enabled course, in which three groups of students delivered three different presentations, ie, a theatrical play, a short movie and a PowerPoint slideshow, for the same assignment. With video transcriptions and student interviews, we identified different degrees of learning outcomes achieved by the three groups at the collective level, and explained their variances in task interpretations behind the respective outcomes. Based on the findings, we further discussed the learning gap, task clarity, cultural difference and workload in relation to the presentations, along with implications for instructional practice and future research.