This design-based research study investigates the impact on learning when young learners design multimedia that demonstrates an understanding of math content. During this study, 5^th graders used Scratch, a contemporary computer program designed for young people to create multimedia, to demonstrate their understanding of the properties of geometric solids. This process requires that young learners engage in content and think about how they can represent specific content in a Scratch multimedia artifact rather than simply memorizing the content for a test. The results of this study indicate that having 5^th graders design multimedia using Scratch yields a mixed impact on learning depending on learning preferences of the individual learner. Though increases in content learning were not identified based on a traditional form of assessment in the two case studies presented in this manuscript, it is reasonable to acknowledge that this approach may serve as an alternative form of formative or summative assessment.