Examinando por Autor "Zamorano Sande, David"

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    The effects of gender and training on peer feedback characteristics
    (Routledge, 2024) Ocampo, Jose Carlos; Panadero, Ernesto; Zamorano Sande, David; Sánchez Iglesias, Iván; Díez Ruiz, Fernando
    Previous research has demonstrated the benefits of peer feedback for improving student work. Gender, as an individual characteristic, is now receiving increased attention due to its influence on the peer feedback process. This study examined the effects of gender and peer assessment training on the amount and content of peer feedback provided by assessors for poor, average and excellent writing samples, using a randomised controlled design. A total of 240 undergraduate psychology students participated in the study. Half of the participants received peer assessment training, while the other half received task instructions only. Participants were assigned to eight subgroups, providing peer feedback to writing samples attributed to fictitious male or female assessee. Analysis of 3017 feedback segments revealed that women provided a greater amount of peer feedback compared to men. Women also offered more positive verifications and suggestive elaborations for average and poor writing samples. Male assessees received more suggestive elaborations, while trained assessors provided more positive verifications. These findings suggest the need for a multifaceted training programme to bridge the gap between gender-based differences in peer feedback characteristics.
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    How dominant language influences rubric reading and task performance: insights from eye-tracking research
    (Springer Science and Business Media B.V., 2025-06) Panadero, Ernesto; Delgado, Pablo; Barrenetxea Mínguez, Lucía; Zamorano Sande, David; Pinedo Castillo, Leire; Fernández Ortube, Alazne
    The students’ dominant language might influence how they use and process a rubric and its subsequent effect on task performance. However, our knowledge about these effects is limited. This study investigates how the dominant language of students is associated with their rubric reading patterns and their task performance in a written landscape analysis in Spanish. Participants were 80 higher education students with different dominant language (Spanish-dominant speakers, SDS; Basque-Spanish speakers, BSS) from six undergraduate programmes. We employed a randomized controlled trial in which participants used a rubric to guide their performance in a written analysis of a landscape. Participants were randomly assigned to two conditions based on the rubric order: (1) lowest to highest performance level vs (2) highest to lowest performance level. We analyzed eye-tracking data to explore reading patterns (i.e., fixation times on the rubric cells and gaze transitions between the rubric and the picture of the landscape), task performance (i.e., written landscape analysis), and self-reported cognitive load. Spanish-dominant speakers exhibited more adaptive reading patterns and performed better in the written landscape analysis with the highest-lowest performance level (PL) order rubric, compared to Basque-Spanish speakers. Additionally, fixation time on highest PL and gaze transitions between highest PL and the landscape picture were positively correlated with task performance. Our research highlights the importance of considering dominant language in rubric design and implementation, showing that strategic rubric design can enhance student performance, particularly in linguistically diverse educational settings
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    Orientación deportiva sin balizas físicas ni códigos QR: análisis de la app GPS Orienteering
    (Universidad de Murcia, Servicio de Publicaciones, 2025-07-31) Fraile, Juan; Orgaz Rincón, Daniel; Ruiz Bravo, Patricia; Baena Extremera, Antonio; Fuentesal García, Julio; Zamorano Sande, David
    La orientación es un deporte en auge dentro de las actividades físicas en el medio natural y está incluida en el currículo de la asignatura de Educación Física (EF). Es una actividad excelente desde el punto de vista didáctico, ya que no necesita ser competitiva, resulta desafiante, cooperativa, inclusiva, accesible y ofrece posibilidades de éxito para todos los participantes. Aunque la orientación es el contenido más impartido dentro de estas actividades, el profesorado identifica barreras que dificultan su implementación o la mejora de su práctica. Este estudio analizó la aplicación GPS Orienteering, cuya característica principal es que no requiere la colocación de balizas físicas ni códigos QR. Un total de 85 estudiantes del grado en Ciencias de la Actividad Física y del Deporte, en la asignatura relacionada con las actividades físicas en el medio natural, experimentaron una progresión de aprendizaje en orientación, incluyendo el uso de esta aplicación, sobre la cual se exploraron sus percepciones y su uso. En conclusión, la aplicación es fácil de usar y práctica, organiza eficazmente una carrera y genera datos valiosos sin necesidad de utilizar balizas ni códigos QR.
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    Provider versus recipient: peer feedback roles effect on task performance, perceptions of learning, trust, and epistemic emotions
    (Elsevier Ltd, 2026-03) Zamorano Sande, David ; Panadero, Ernesto; Alqassab, Maryam ; Gómez Varela, Joaquín Fernando
    When participating in peer feedback, students typically act as either providers or recipients. While existing research indicates these roles may influence learning in different ways, evidence on their specific effects remains scarce. This study investigated the impact of peer feedback roles on task performance, perceptions of learning and trust, and emotions. Using a repeated-measures quasi-experimental design, 95 undergraduate Physical Education students completed a task, were randomly assigned to the provider or recipient role, and then completed a second task. The results showed no significant differences between roles in improvements in task performance or perceived learning, although both roles significantly improved over time. Role assignment also did not affect trust in oneself or peers, nor the intensity of epistemic emotions. Overall, these findings suggest that, in the short term, taking the role of provider or recipient leads to similar learning outcomes.
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    Putting excellence first: how rubric performance level order and feedback type influence students’ reading patterns and task performance
    (Elsevier Ltd, 2025-10-01) Panadero, Ernesto ; Delgado Herrera, Pablo ; Zamorano Sande, David; Pinedo Castillo, Leire ; Fernández Ortube, Alazne ; Barrenetxea Mínguez, Lucía
    Rubrics are structured assessment tools that describe criteria and levels of performance, helping students understand expectations and improve their work. They are widely used to support learning in educational settings. However, little is known about how students process rubrics in real time, and empirical research on rubric design and feedback effects is limited. Aim: This study examines how university students engage with rubrics during two landscape analysis tasks, focusing on two variables: the order of performance levels (highest first vs. last) and the type of feedback received (no feedback [control], process-based, product-based, or rubric-based). By combining eye-tracking and think-aloud protocols, the study offers a multimodal perspective on students’ visual attention and cognitive engagement. Sample: Eighty undergraduate students from six degree programs were randomly assigned to one of four feedback conditions. Methods: A randomized controlled trial was conducted. Eye-tracking data—fixation times, number of visits, and gaze transitions—and verbal data from think-aloud protocols were collected across task phases. Integrating these process-tracing methods enabled detailed analysis of how students interacted with the rubric and how engagement related to performance. Results: Students focused primarily on the highest performance level, especially when it appeared first. Visual attention to this level predicted task performance; verbal references did not. Rubric-based feedback increased visual alignment between rubric and task, while process-based feedback led to the strongest performance gains. Conclusion: Rubric design and feedback type significantly influence student engagement and performance. Eye-tracking and think-aloud data provide complementary insights, reinforcing rubrics’ instructional value when paired with targeted feedback.
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    Una sesión diaria de Educación Física: enfoque, organización y viabilidad legislativa mediante las percepciones del profesorado
    (Generalidad de Cataluña = Generalitat de Catalunya, Instituto Nacional d'Educació Fisica de Catalunya, 2024-01-01) Fraile, Juan; López Sagrario, Javier; Zamorano Sande, David; Ruiz Bravo, Patricia; Faná del Valle Villar, María Amalia; López Pastor, Víctor Manuel
    La Educación Física (EF) es una materia con gran valor pedagógico y formativo. Sin embargo, la Administración puede encorsetarla en un utilitarismo contra la inactividad física y el sobrepeso. Esta podría haber sido la principal razón de la implantación con la LOMLOE de tres sesiones de EF a la semana. Sin embargo, existen centros que dan gran importancia a esta asignatura, con una amplia visión y con una larga tradición de impartir EF diariamente. Este estudio cualitativo exploró el enfoque y el encaje legislativo de la EF en una institución escolar privada de la Comunidad de Madrid, con las etapas de infantil a bachillerato, con una sesión diaria de EF en un estudio de caso mediante las percepciones y experiencias del profesorado de EF y de otras materias. En este centro ampliaron la duración de los recreos y los destinaron a impartir EF de forma diaria, dejando a un lado la concepción habitual del recreo. Los docentes entrevistados coincidieron en que la EF es fundamental para el desarrollo integral del alumnado: hábitos saludables, rendimiento académico, bienestar, satisfacción con la EF, etc. Sin embargo, también indicaron el mayor riesgo de lesiones y desafíos organizativos, económicos y logísticos. No obstante, se expuso que el encaje legislativo de una EF diaria es sumamente viable. Considerando la situación actual, las instituciones escolares y el profesorado de EF tienen la oportunidad de demostrar la importancia y pertinencia de la EF más allá de su utilidad contra la obesidad y el sedentarismo.
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    Tracking self-regulated learning in action: how individual differences shape positive and negative regulation across three types of tasks
    (Elsevier Ltd, 2025) Panadero, Ernesto ; Fernández Ortube, Alazne; Zamorano Sande, David ; Pinedo Castillo, Leire ; Sánchez Iglesias, Iván ; Barrenetxea Mínguez, Lucía
    Self-regulated learning (SRL) is essential for academic success yet few studies have explored how individual-level variables (e.g., prior academic achievement, self-reported SRL skills) relate to both adaptive (positive) and maladaptive (negative) SRL behaviors across different types of tasks. This study investigated the extent to which self-reported SRL skills and prior academic achievement predict both positive and negative SRL behaviors captured through think-aloud protocols, as well as task performance, across three cognitively distinct academic tasks (reading, oral analysis, and written analysis) within a repeated-measures design. Results showed that higher self-reported positive SRL and prior academic achievement predicted greater use of positive SRL strategies and better performance, whereas negative SRL behaviors appeared more sensitive to task demands than to individual traits. These findings highlight the value of distinguishing between positive and negative SRL and of integrating self-report and process data to better understand the dynamics of SRL and inform targeted educational interventions. Educational relevance statement: This paper is educationally relevant because it shows that learning strategies should adapt to different tasks and stages providing evidence that self-regulated learning is context-dependent and dynamic, varying across tasks and individuals. Its findings inform the design of more responsive pedagogical interventions and valid assessment tools that capture students’ regulation processes in real learning contexts, emphasizing the role of prior achievement and strategy use in adaptive regulation.
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    Which gender provides more specific peer feedback?: gender and assessment training's effects on peer feedback specificity and intrapersonal factors
    (Elsevier Ltd, 2025-10) Ocampo, Jose Carlos; Panadero, Ernesto; Zamorano Sande, David; Sánchez Iglesias, Iván
    This study investigated the effects of assessor gender (male vs. female), fictitious assessee gender (male vs. female), and assessment training (with vs. without) on peer feedback specificity (i.e. localisation and focus) and intrapersonal factors (i.e. trust in the self as an assessor and discomfort). This study involved 240 undergraduate psychology students (nMen=120, nWomen=120), with half receiving assessment training and the other half receiving the task instructions. Participants were divided into eight subgroups based on training condition and their self-reported gender to provide peer feedback to three writing samples (poor, average, excellent quality) by fictitious male or female peer assessees in Eduflow. A total of 3017 peer feedback segments were analysed, revealing that trained or untrained male and female assessors were comparable in most peer feedback specificity categories when assessing fictitious male or female assessees. Nonetheless, we also found that female assessors excelled in certain categories of peer feedback specificity, while male assessors also demonstrated competencies in other categories. Results also showed that assessors who received assessment training provided localised peer feedback in all the writing samples. Finally, gender and training did not affect participants’ trust in their abilities and (dis)comfort when providing peer feedback.