An online system supporting student-generated feedback for student-generated questions was extended by including the feature of multimedia shareability. A study examining students' perceived learning usefulness and task difficulties toward the extended multimedia capability for feedback-generation was conducted with sixty eight-grade students. Several significant findings were obtained. First, the X 2 tests on perceived learning usefulness and task difficulties were both statistically significant. Second, the majority of the participants felt that multimedia-equipped feedback-generation better help their learning, and perceived text-based feedback-generation as intrinsically more difficult. Finally, the constant comparative method conducted on the explanatory reasons revealed that while added cognitive and affective gains were appreciated as the affordances of multimedia-equipped feedback-generation, emotional tensions were well noted due to the time-constrain issue. Suggested topics for future studies are provided.