129580 20260217205502.0 doi 10.1002/ase.2358 sideral 135849 ART-2024-135849 eng Latre-Navarro, L. Universidad de Zaragoza (orcid)0000-0003-3948-333X The combined effects of an anatomy program integrating drawing and gamification on basic psychological needs satisfaction among sport sciences students: Results of a natural experiment 2024 Access copy available to the general public Unrestricted According 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. info:eu-repo/grantAgreement/ES/DGA-FEDER/S27-23R info:eu-repo/semantics/openAccess by-nc-nd https://creativecommons.org/licenses/by-nc-nd/4.0/deed.es 4.7 2024 EDUCATION, SCIENTIFIC DISCIPLINES 7 / 86 = 0.081 2024 Q1 T1 1.216 2024 Anatomy 2024 Q1 Medicine (miscellaneous) 2024 Q1 Histology 2024 Q1 Embryology 2024 Q1 7.3 2024 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Quintas-Hijós, A. Universidad de Zaragoza (orcid)0000-0003-4621-6993 Sáez-Bondía, M.J. Universidad de Zaragoza (orcid)0000-0002-8733-1501 1003 027 Universidad de Zaragoza Dpto. Anatom.Histolog.Humanas Area Anatom.Embriol.Humana 4001 215 Universidad de Zaragoza Dpto. Ciencias de la Educación Área Didáctica y Organiz. Esc. 4013 205 Universidad de Zaragoza Dpto. Didácticas Específicas Área Didáctica Ciencias Exper. 27, 2 (2024), 366-378 ANATOMICAL SCIENCES EDUCATION ANATOMICAL SCIENCES EDUCATION 1935-9772 3601248 http://zaguan.unizar.es/record/129580/files/texto_completo.pdf Versión publicada 2635752 http://zaguan.unizar.es/record/129580/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:129580 articulos driver 2026-02-17-20:22:28 ARTICLE