https://hdl.handle.net/10481/106388 2026-04-12T06:39:14Z https://hdl.handle.net/10481/106581 Assessment and Feedback in the Digital Age: Impact on the Facilitation of Students’ Digital Competencies González Medina, Isaac; Hernández Fernández, Antonio Introduction: In contemporary higher education, assessment and feedback have ascended to a position of paramount importance, establishing themselves as quintessential elements in cultivating digital competencies among students. This study endeavours to scrutinize how these practices have reconfigured pedagogical dynamics, underscoring the imperative to adopt a continuous, student-centric approach. Method: The research employed a quantitative descriptive-transversal methodology, administering the ACU-CODI questionnaire to a representative sample of 3,309 students spanning diverse educational disciplines within Andalusian universities. The participants ranged in age from 18 to 50 years. Results: The findings elucidate that students engaging in digital assessment processes evince marked enhancements in their technological prowess and information processing capabilities, alongside augmented self-regulation and critical thinking skills. Moreover, a positive correlation is established between the calibre of digital feedback and the cultivation of essential competencies, such as problem-solving acumen. Conclusions: This study culminates by accentuating the criticality of ongoing, adaptive teacher training, as well as the exigency to engineer learning environments that seamlessly integrate efficacious digital tools, thereby equipping students to navigate the multifaceted challenges of the 21st century.; Introducción: En la actualidad, la evaluación y retroalimentación han adquirido un papel preponderante en el ámbito de la educación superior, constituyéndose en elementos fundamentales para el desarrollo de competencias digitales entre el estudiantado. Este estudio se propone analizar cómo estas prácticas han reconfigurado las dinámicas pedagógicas, destacando la necesidad de adoptar un enfoque continuo y centrado en el estudiante. Método: Se empleó una metodología cuantitativa descriptivo-transversal, aplicando el cuestionario ACU-CODI a una muestra representativa de 3.309 estudiantes de diversas disciplinas educativas en universidades andaluzas, con edades comprendidas entre 18 y 50 años. Resultados: Los hallazgos revelan que los discentes que participan en procesos de evaluación digital experimentan mejoras significativas en sus habilidades tecnológicas y en su capacidad para procesar información, así como un incremento en la autorregulación y el pensamiento crítico. Asimismo, se establece una mejora positiva entre la calidad de la retroalimentación digital y el desarrollo de competencias esenciales, como la resolución de problemas. Conclusiones: Este estudio concluye subrayando la importancia de una formación docente continua y adaptativa, así como la necesidad de crear entornos de aprendizaje que integren herramientas digitales efectivas para preparar a los estudiantes ante los retos del siglo XXI. https://hdl.handle.net/10481/106580 Agreement between the printed version versus the electronic version of the Webcas Electronic Questionnaire Legnani, Rosimeide Francisco; Legnani, Elto; Silva, Ana Filipa; Gustave, Eva Luziane Denkewicz; Goveia, Jean Carlos de; Campos, Wagner de Introduction: This study aimed to analyse the agreement between the printed version (PV) and the electronic version (EV) of the WebCas questionnaire. Method: A total of 153 elementary school students participated (56.2% boys and 43.8% girls). The EV was applied at two different time points, with a seven-day interval (test and retest). The WebCas questionnaire was administered in both printed and electronic versions. Weighted Kappa (k), Pabak Kappa (Pabak), and the concordance correlation coefficient (CCCρc) were used for statistical analysis, employing MedCalc 15.2 software, with a significance level of p < .05 Results: The weighted Kappa values indicated strong agreement (91.6%, k > .80), except for the variables “alcohol consumption in the last 30 days” (k = .44) and “daytime sleepiness” (k = .10), which showed moderate and weak agreement, respectively. The Pabak percentages showed values (Pabak > .60) in five variables. The highest agreement values were observed in the consumption of legal drugs: intoxication 98.7%, alcohol (last 30 days) 89.5%, smoking 86.3%, and alcohol in doses 84.3%. The lowest values were found among food consumption frequency variables: fruit 37.3%, vegetables 37.3%, sweets 47.1%, snacks 54.9%, and soft drinks 38.6%. Conclusions: The correlations between the WebCas application replicas were moderate to strong for most variables, demonstrating satisfactory values and potential for assessing health-related behaviours.; Introducción: Este estudio tuvo como objetivo analizar la concordancia entre la versión impresa (VI) y la versión electrónica (VE) del cuestionario WebCas. Método: Participaron un total de 153 estudiantes de educación primaria (56.2% niños y 43.8% niñas). La VE se aplicó en dos momentos distintos, con un intervalo de siete días (prueba y retest). El cuestionario WebCas fue administrado tanto en su versión impresa como en la electrónica. Para el análisis estadístico se utilizaron el coeficiente Kappa ponderado (k), el coeficiente Pabak Kappa (Pabak) y el coeficiente de correlación de concordancia (CCCρc), utilizando el software MedCalc 15.2, con un nivel de significancia de p < .05. Resultados: Los valores de Kappa ponderado indicaron una concordancia fuerte (91.6%, k > .80), excepto en las variables “consumo de alcohol en los últimos 30 días” (k = .44) y “somnolencia diurna” (k = .10), que mostraron concordancia moderada y débil, respectivamente. Los porcentajes de Pabak mostraron valores (Pabak > .60) en cinco variables. Los mayores niveles de concordancia se observaron en el consumo de drogas legales: embriaguez 98.7%, alcohol (últimos 30 días) 89.5%, tabaquismo 86.3% y alcohol por dosis 84,3%. Los valores más bajos se encontraron entre las variables de frecuencia de consumo alimentario: frutas 37.3%, verduras 37.3%, dulces 47.1%, aperitivos 54.9% y refrescos 38.6%. Conclusiones: Las correlaciones entre las réplicas de aplicación del WebCas fueron de moderadas a fuertes para la mayoría de las variables, demostrando valores satisfactorios y potencial para la evaluación de conductas relacionadas con la salud. Federal University of Paraná, Brazil for institutional support and to the National Council for Scientific and Technological Development (CNPq) for the scholarship funding. https://hdl.handle.net/10481/106444 Physical Education Teachers’ Perceptions of Support for Basic Psychological Needs in Primary Education Bonet-Forteza, Pere Joan; Hortigüela Alcalá, David; Muntaner Mas, Adrià Introduction: In the context of Physical Education (PE), supporting basic psychological needs (BPNs; autonomy, competence, and relatedness) is regarded as essential for fostering self-determined motivation and promoting pupils’ wellbeing. However, limited evidence exists regarding how teachers perceive and experience this process in their everyday practice. This study aimed to explore the perceptions of Primary Education PE teachers concerning the support they provide for these needs, with a focus on both the strategies they implement and the meanings they ascribe to them. Method: A qualitative methodology based on a case study design was adopted, employing individual semi-structured interviews. Five in-service PE teachers participated in the study, all of whom were teaching at the Primary Education level in state schools in the Balearic Islands. Results: The results indicate that the participating teachers perceive themselves as supporting these needs through a range of pedagogical strategies, albeit with differing levels of depth. Moreover, tensions were identified between discourse and practice, arising from organisational structures, pedagogical beliefs, and policy requirements. Conclusions: The importance of understanding support for BPNs as an evolving ethical and professional responsibility is emphasised, one that demands collective reflection, distributed leadership, and institutional conditions conducive to a more motivating and coherent approach to PE. https://hdl.handle.net/10481/106423 Effects of Sport Education Model and a Ludotechnical Model hybridisation programme on motivation and intention to be physically active in Physical Education in Secondary Education Vera Fernández, David; Pizarro Mateo, David; Valero Valenzuela, Alfonso Introduction: the aim of the present study was to analyse the effect of an intervention programme delivered through the hybridisation of the Ludotechnical Model (LTM) and the Sport Education Model (SEM) on the satisfaction of Basic Psychological Needs (BPN), motivation, and intention to be physically active in the subject of Physical Education among high school students. Method: the quasi-experimental pre-post design included 112 participants (52 boys and 60 girls), aged 11–13 years. They belonged to seven different school classes, of which five implemented the hybridisation of the models described above (experimental group), while the other two followed a traditional methodology (control group). The instrument used to measure the satisfaction of BPN was the PNSE, while the BRSQ assessed motivation, and the MIPA scale evaluated the intention to be physically active. For data analysis, a repeated measures MANCOVA test was performed. Results: it was revealed significant differences between the groups, favouring students who received LTM/SEM hybrid teaching in the psychological mediator index (PMI), competence satisfaction, relatedness, autonomous motivation, self-determination index, and intention to be physically active. Regarding sex-based differences, improvements were observed for both boys and girls in the experimental group in the SDI and MIPA factors. Conclusions: the application of hybrid models yields improvements in terms of satisfaction of BPN, motivation, and intention to be physically active for both sexes, compared to a traditional methodology. One of the limitations of the study was the sample selection, suggesting that future studies should use a randomized sample, representative of the target population and with a well-balanced number of participants in each group.; Introducción: el objetivo del presente estudio fue analizar el efecto de un programa de intervención impartido mediante la hibridación del Modelo Ludotécnico (MLT) y el Modelo de Educación Deportiva (MED) sobre la satisfacción de las Necesidades Psicológicas Básicas (NPB), la motivación y la intención de ser físicamente activo en Educación Física en Secundaria. Método: el diseño pre-post cuasi-experimental incluyó a 112 participantes (52 niños y 60 niñas), con edades comprendidas entre 11 y 13 años. Pertenecían a siete clases escolares diferentes, de las cuales cinco implementaron la hibridación de los modelos descritos anteriormente (grupo experimental), mientras que las otras dos siguieron una metodología tradicional (grupo control). El instrumento utilizado para medir la satisfacción de las NPB fue el PNSE, el BRSQ evaluó la motivación y la MIFA evaluó la intención de ser físicamente activo. Para el análisis de los datos, se realizó una prueba MANCOVA de medidas repetidas. Resultados: se revelaron diferencias significativas entre los grupos, a favor del alumnado que recibió la enseñanza híbrida del MLT/MED en el índice de mediación psicológica (IMP), la satisfacción con las competencias, la relación, la motivación autónoma, el índice de autodeterminación y la intención de ser físicamente activo. Respecto a las diferencias por sexo, se observaron mejoras tanto para chicos como para chicas del grupo experimental en los factores IMP y MIFA. Conclusiones: la aplicación de la hibridación arroja mejoras en términos con las NPB, motivación e intención de ser físicamente activo para ambos sexos, en comparación con una metodología tradicional. Una de las limitaciones ha sido la selección de la muestra, sugiriendo para próximos estudios que la muestra sea aleatorizada, representativa de la población objeto de estudio y con un número bien equilibrado de participantes en cada grupo. https://hdl.handle.net/10481/106397 Association of bullying/cyberbullying and Light/Deep Sleep in Young People from Southern Spain Rusillo-Magdaleno, Alba; Solas Martínez, Jose Luis; Ramírez-Espejo, Pablo; Ruiz Ariza, Alberto Introduction: The present study analyzed the association between bullying and cyberbullying victimization and aggression, and the light and deep sleep-in adolescents. Recent literature, exposes that bullying can negatively affect sleep quality, interfering with physiological processes essential for recovery and emotional well-being. Method: A cross-sectional study was conducted with 985 Andalusian adolescents (10-16 years old), who wore Xiaomi Mi Band 4 bracelets for seven days to record the duration of sleep phases. Validated questionnaires were applied to measure bullying and cyberbullying, and data were collected on age, sex, BMI and moderate-vigorous physical activity level. Multiple linear regressions were used to analyze covariate-adjusted associations. Results: Bullying victimization was significantly associated with worse sleep, both light (β = -7.267; p = .049) and deep (β = -1.479; p = .048). Likewise, greater cyberbullying victimization showed worse deep sleep (β = -5.278; p = .018). No significant associations were found between aggression behaviors in both bullying and cyberbullying and sleep phases. Conclusions: The results indicate that young people who suffer bullying/cyberbullying show significant sleep disturbances. These findings underscore the need for preventive interventions focused on mitigating the consequences of bullying at a young age.; Introducción: El presente estudio analizó la asociación entre la victimización y agresión de bullying y cyberbullying, y el de sueño ligero y profundo en adolescentes. La literatura reciente, expone que el acoso puede afectar negativamente la calidad del sueño, interfiriendo en procesos fisiológicos esenciales para la recuperación y el bienestar emocional. Método: Se realizó un estudio transversal con 985 adolescentes andaluces (10-16 años), quienes portaron pulseras Xiaomi Mi Band 4 durante siete días para registrar la duración de las fases de sueño. Se aplicaron cuestionarios validados para medir bullying y cyberbullying, y se recogieron datos sobre edad, sexo, IMC y nivel de actividad física moderada-vigorosa. Se emplearon regresiones lineales múltiples para analizar asociaciones ajustadas por dichas covariables. Resultados: La victimización por bullying se asoció significativamente con peor sueño, tanto ligero (β = −7.267; p = .049) como profundo (β = −1.479; p = .048). Asimismo, una mayor victimización por cyberbullying mostró un peor sueño profundo (β = −5.278; p = .018). No se hallaron asociaciones significativas entre las conductas de agresión, tanto en bullying como en cyberbullying, y las fases del sueño. Conclusiones: Los resultados indican que los jóvenes que sufren bullying/cyberbullying, muestran alteraciones significativas en el sueño. Estos hallazgos subrayan la necesidad de intervenciones preventivas centradas en mitigar las consecuencias del acoso desde la juventud. The authors declare that they received the following financial support for the research, authorship and/or publication of this article: This research was funded by the Spanish Ministry of Science and Innovation (grant number PID2022-137432OB-I00).