These multimedia study resources were submitted to 14 university students in the University of Bologna, divided into work-groups made of 3-5 members selected on the basis of their disciplinary macro-areas (humanities, law, socio-political studies, medicine) and to 35 Spanish speaking students studying Italian in the University of Valencia, they too divided into groups of 4-5 students. All groups worked autonomously on their threefold assignment: 1) answering an individual questionnaire regarding the use of the indicated tools and materials, 2) participating in group discussions of the individual evaluations and 3) producing a collective report with a detailed evaluation of the study resources that were analyzed. An assessment grid containing the main descriptive categories was used to guide the students in their individual analysis and all six learning units were analyzed. Results showed that students deemed the technical functionalities of the platform and of the single types of exercise to be good even if they warranted some improvement, e.g., the automatic correction system was considered very useful and important for the interactivity of the materials, but quite basic in its settings due to the lack of more in-depth self-correction suggestions. Similar comments regarded the graphic appearance of the site (which was defined as "somewhat robotic in design") and its reduced user-friendliness with mobile phones. Results showed a generally high appreciation for linguistic study integrated into the contents and the variety of exercises offered, as well as for activities related to current affairs based on audio/video tools. On the other hand, the least popular activities were those based in purely grammatical study or the more repetitive, exercise drills. Given the lack of activities related to phonetics and creative use of spoken and written language, as well as the presence in some cases of technical terminology that would require opportunities for discussion and explanation with classmates, students considered the materials more appropriate for a classroom setting or for blended-learning activities rather than for learning in total autonomy.