With the increasing integration of technology and artificial intelligence (AI) into distance learning, new educational methodologies have been developed to overcome the limitations of traditional models. This paper presents the validation of a learning methodology based on Design Thinking, applied asynchronously through the LMS D2L Brightspace platform, with the support of technologies such as animated videos and AI-generated avatars. The study focused on simulating collaborative problem-solving through the analysis of an ethical dilemma called “The Bridge Case.” Participants were invited to rank the characters in the narrative according to their degree of culpability, interacting with avatars that presented different social, cultural, and legal arguments. The methodology allowed volunteers to revisit their decisions after each new interaction. The results indicated a significant internalization of answers, based on moral and personal experiences, revealing a level of engagement comparable and, in some aspects, superior to that observed in face-to-face environments. Furthermore, participants were monitored via EEG and eye-tracking, which indicated moderate stress levels averaging around 45% and engagement levels of approximately 65%. The eye-tracking analysis confirmed that participants consistently maintained visual focus on the educational interface. The methodology proved effective in promoting meaningful learning, even in an asynchronous environment, fostering empathy, critical thinking, and collaborative decision-making. It is concluded that the strategic use of AI in virtual environments can contribute to the humanization of distance learning.