“…As we can observe in Figure 2 , even though 7.2 per cent diverged on their ease to distribute and share tasks as a group, most students (74.3 per cent) declared they had no issues in sharing and distributing tasks among group members, even considering their physical separation, leaving the remaining 18.6 per cent feeling neutral. We can therefore gauge students’ ability and resilience if the right methods are implemented and the importance of continuing to propose group assignments, even in these conditions, as they can offer interactivity between peers and tend to be more motivational, especially to design students (Newman 2020 ). By incorporating such digital communication tools in the learning framework, educators can not only track students’ productivity and advances, but also adapt to different learning paces and ensure interactivity in the communication with their students (Park 2011 ).…”