000129580 001__ 129580 000129580 005__ 20240711085511.0 000129580 0247_ $$2doi$$a10.1002/ase.2358 000129580 0248_ $$2sideral$$a135849 000129580 037__ $$aART-2024-135849 000129580 041__ $$aeng 000129580 100__ $$0(orcid)0000-0003-3948-333X$$aLatre-Navarro, L.$$uUniversidad de Zaragoza 000129580 245__ $$aThe combined effects of an anatomy program integrating drawing and gamification on basic psychological needs satisfaction among sport sciences students: Results of a natural experiment 000129580 260__ $$c2024 000129580 5060_ $$aAccess copy available to the general public$$fUnrestricted 000129580 5203_ $$aAccording to self-determination theory, the need for competence, autonomy, and relatedness has been associated with intrinsic motivation. Fulfilling basic psychological needs can lead to better learning, academic performance, and well-being. In this study, an anatomy program integrated gamification and drawing methods to explore their influence on basic psychological needs satisfaction and potential learning implications. Basic psychological needs outcomes of sport sciences students were compared to test the effects of the Observe–Reflect–Draw–Edit–Repeat (ORDER) method and gamification (experimental condition) versus a non-ORDER and non-gamified program (control condition). These two different 30-h (7-week) anatomy education programs were implemented at two Spanish public universities with 116 first-year sport sciences students. Pre and post-treatment measurements were collected using the Basic Psychological Needs Satisfaction Scale. Statistical analyses included independent samples t-tests, ANCOVAs, and factorial repeated measures ANOVAs 2 × 2 (time × treatment). The gamified ORDER program achieved higher satisfaction scores in basic psychological needs compared to the control group (t = 2.98, p = 0.004, d = 0.54). Additionally, an interaction effect between time and treatment was observed (p = 0.042, n2p= 0.038). Treatment and interaction effects were observed for ‘autonomy’ (p = 0.003, n2p= 0.074) and ‘competence’ satisfaction (p = 0.048, n2p = 0.035). A time effect was found for ‘relatedness’ in the control group, but no significant treatment or interaction effects were identified. The causes of these effects are debated in the study, as well as the limitations. These findings support the notion that students’ basic psychological needs are better satisfied in anatomy education with the implementation of this multimethod educational intervention based on ORDER and gamification. 000129580 536__ $$9info:eu-repo/grantAgreement/ES/DGA-FEDER/S27-23R 000129580 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/ 000129580 592__ $$a1.57$$b2023 000129580 593__ $$aAnatomy$$c2023$$dQ1 000129580 593__ $$aMedicine (miscellaneous)$$c2023$$dQ1 000129580 593__ $$aHistology$$c2023$$dQ1 000129580 593__ $$aEmbryology$$c2023$$dQ1 000129580 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000129580 700__ $$0(orcid)0000-0003-4621-6993$$aQuintas-Hijós, A.$$uUniversidad de Zaragoza 000129580 700__ $$0(orcid)0000-0002-8733-1501$$aSáez-Bondía, M.J.$$uUniversidad de Zaragoza 000129580 7102_ $$11003$$2027$$aUniversidad de Zaragoza$$bDpto. Anatom.Histolog.Humanas$$cArea Anatom.Embriol.Humana 000129580 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc. 000129580 7102_ $$14013$$2205$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Ciencias Exper. 000129580 773__ $$g27, 2 (2024), 366-378$$pANATOMICAL SCIENCES EDUCATION$$tANATOMICAL SCIENCES EDUCATION$$x1935-9772 000129580 8564_ $$s3601248$$uhttps://zaguan.unizar.es/record/129580/files/texto_completo.pdf$$yVersión publicada 000129580 8564_ $$s2635752$$uhttps://zaguan.unizar.es/record/129580/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000129580 909CO $$ooai:zaguan.unizar.es:129580$$particulos$$pdriver 000129580 951__ $$a2024-07-11-08:52:28 000129580 980__ $$aARTICLE