<![CDATA[Web-based learning environments increasingly combine multimedia resources, assessment tools, and progress information, but the coexistence of these features does not ensure a coherent learning workflow. This study develops a design specification for a web-based learning prototype integrating multimedia content, interactive assessment, and activity-based progress tracking. The reported work covers requirements analysis, traceability mapping, a three-layer architecture, a logical data model, an access-and-learning workflow, and four interface views within a staged Waterfall-oriented design process. Progress is defined through explicit activity-completion states rather than inferred from resource access or assessment scores. A prospective evaluation protocol separates functional verification, media-expert appraisal, subject-matter review, and intended-user feedback. The design is positioned against recent evidence on multimedia learning, online assessment, learning analytics, and LMS development. The available evidence supports the internal coherence and traceability of the proposed design but does not establish operational reliability, usability, learning gains, or engagement effects. The study therefore contributes a bounded integration design and an auditable evaluation framework for subsequent implementation and empirical testing.]]>
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