Digital collaborative learning task.

This collaborative task was developed with the belief that true collaboration involves active participation, recognition of each student’s unique strengths, and teamwork to produce a final product—reflecting best practices in collaborative learning (Smith & MacGregor, 1992). Smith and MacGregor also highlight that problem-centred instruction is foundational to collaborative learning and is most effective when students engage with real-world issues. This principle strongly influenced the task design, which authentically mirrors the challenges faced by marketing practitioners globally. As a practitioner primarily teaching Commerce in NSW high schools, the activity not only promotes genuine collaborative learning but also aligns with curriculum outcomes and content. Henderson et al. (2013) emphasise that social media applications; defined as platforms that enable the creation and exchange of user-generated content; enhance student engagement. This insight informed the choice of WeVideo as the platform for this task, due to its user-friendly interface and robust collaborative features. Further supporting this choice, Johnson et al. (2016) note the positive impact of new technologies on student performance, reinforcing WeVideo’s value as an effective educational tool.