This article reports a case study in which a digital learning object (DLO) was developed to assist in pedagogical practice in higher education (in the audiovisual area) and presents the technical and theoretical stages of the tool development process (DLO) and its assessment. The objective of the research was mainly to evaluate the pedagogical contribution of DLO through the perception of students who were subdivided into four groups, performed two practical exercises at different times and order, during a 60-hour course. Both exercises of the same complexity were performed without and with the aid of the digital tool. Subsequently, the participants answered forms to be able to evaluate the tool, in addition to having their audiovisual prod ucts developed during the course/research been used for a blind analysis to infer qualitative gain at work due to possible time savings generated by the automation function of the tool. In the end, it was found that the DLO tool was very well evaluated con ceptually and considered relevant, differentiated, with credibility and high intention of use (among other metrics). The blind analysis showed that there was no qualitative difference due to the possible gain in time between the works developed with or without the aid of the tool.