Medical science educators have adopted the creation interactive online supplementary learning resources for integration into face-to-face delivery to create blended learning curricula. Although many students have a growing preference for utilising learning resources that are visually appealing with moving images and audio explanations, the theoretical basis and supporting evidencing for this approach to curricula delivery is often set aside from student expectations and perceptions of enjoyment. Over the past decade both session leaders have gained considerable experience in creating simple yet effective and efficient resources that provide flexible and student-centred learning. By using screencasts and mixed reality resources as the mode of technological innovation, digital media (either screen captured drawings or holographic imagery), with accompanying narration, have been shown to be overwhelmingly popular with students around the globe. Even though these resources have proven to be popular with students they are also designed cognisant of the relevant evidence-based theories such as cognitive load and cognitive theory of multimedia learning. Using our experience of designing, developing and evaluating the efficacy of such resources, this session will provide colleagues with tangible examples of ways to create such resources, how to develop them with a student-centred approach, and importantly how to measure the impact of such resource to ensure they are support learning.