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Focusing on a single sport marketing unit, this research examines how authentic assessment with a digital deliverable influenced students' confidence, application and communication of sport marketing theories in real-world contexts. Data were collected through a mixed methods case study approach. Students responded to a short quantitative survey and qualitatively reflected on their impressions, concerns and learning outcomes. Findings revealed statistically significant improvements in students' digital literacy, particularly in their use of digital content creation tools, with self-reported confidence levels increasing markedly. Despite initial technological trepidations, students reported that hands-on teaching and learning interventions, such as the creation of digital storyboards, facilitated their learning and success with the assessment. Furthermore, students reported the relevance of the skills in preparing them for future careers. The study contributes to literature on authentic assessment within the broader sport marketing discipline; highlighting the challenges and opportunities associated with integrating digital tools into educational practice. © 2025 The Authors

Background: Critical thinking is fundamental to teaching history, yet student analysis is often limited by traditional methods that rely primarily on lecture. Using local Indigenous history in context and accessing multimodal digital materials enhances the learning experience and encourages active thinking at a higher level. Objective of the Study: This study investigates the digitalised multimodal as a resource in learning that focuses on Banyumas Indigenous Cultural History in the social studies subject and its effect on students' critical thinking skills. Methodology: This study utilised the research and development (R&D) design using the Alessi and Trollip model, which incorporates the planning, design, and development stages. Within the study, a sample of 32 high school students and five validators (content specialists and media specialists) was used using an expert approach. The assessment was done through pre-test and post-test evaluations, observations, expert validation, and student interviews. Quantitative analysis was used to evaluate the increase in the level of critical thinking, whereas qualitative analysis focused on the students' engagement and experiences. Results: Improvement of critical thinking skills. Students who utilised multimodal digital materials did better in their post-tests than those taught differently. Experts reviewed the teaching materials and considered them “highly appropriate” with regard to content, accuracy, and visual appeal as well as interactivity. Students’ engagement in learning increased, especially with the interactive visual and audio elements, which fostered a greater bond to the historical narratives. Unique Contribution: This study combines multimodal digital learning and indigenous history to enhance critical thinking within a history teaching framework. Unlike most research, it approaches digital learning from a place-based storytelling perspective, which helps students contextualise and engage with history at a deeper level. Conclusion: The incorporation of multimodal digital teaching materials in history lessons empowers students with good critical thinking skills while providing an engaging and reflective space to learn. It encourages learners to actively participate, consider learning from different perspectives, and step outside the confines of the classroom. Key Recommendation: Schools and all other educational institutions should strive to integrate local history with modern digital and other multi-modal technology to enhance their relevance and appeal. Researchers could delve deeper into tailoring and scaling this approach for students from diverse cultural and historical backgrounds. © 2025, University of Nigeria Department of Mass Communication. All rights reserved.