Expertise

Jimmy Zambrano R. has conducted theory-driven research aimed at explaining the effectiveness and efficiency of learning through variables such as group experience, information distribution, prior knowledge, seductive details, and self-regulation strategies. During his doctoral studies, in collaboration with internationally recognised scholars, he contributed to the development of collaborative cognitive load theory, proposing instructional principles grounded in human cognitive architecture and the strongest available evidence.

His scientific work includes studies published in high-impact journals, as well as in recognised regional journals specialising in education. This research contributes both to the theoretical development of the field and to the design of guidelines for professional educational practice and evidence-informed education policy.

He has also actively participated in international conferences on the learning sciences and educational technology, disseminating his findings in academic forums with a global reach.

More recently, he has broadened his scientific interests to include the study of teachers’ erroneous beliefs and educational neuromyths that may negatively affect teaching, learning, and student performance.

View his publications.