000150153 001__ 150153
000150153 005__ 20250131123451.0
000150153 0247_ $$2doi$$a10.1007/s10956-024-10178-w
000150153 0248_ $$2sideral$$a142433
000150153 037__ $$aART-2024-142433
000150153 041__ $$aeng
000150153 100__ $$0(orcid)0000-0003-3948-333X$$aLatre-Navarro, Lorena$$uUniversidad de Zaragoza
000150153 245__ $$aAnalysis of Human Anatomy Education: The Effects of a Gamified Creativity-Based Teaching Method on Students’ from Basic Psychological Needs Frustration
000150153 260__ $$c2024
000150153 5060_ $$aAccess copy available to the general public$$fUnrestricted
000150153 5203_ $$aAccording to self-determination theory, frustration of basic psychological needs (autonomy, competence, and relatedness) leads to ill-being and negatively affects the learning process. The present study aimed to analyze the effects of a gamified creativity-based teaching method of human anatomy on basic psychological needs frustration compared with a conventional teaching method. A quasi-experimental design was employed, comparing two anatomy educational treatments (experimental and control) over a 7-week period. A total of 116 first-year students from two Spanish public universities was participated. The Basic Psychological Needs Frustration Scale was utilized, and pre- and post-treatment measurements were collected. Statistical analyses included independent samples t-tests, one-way ANCOVAs, and a factorial repeated measures ANCOVA 2 × 2 (time × treatment), comparing two groups based on time (baseline vs. follow-up) and treatment (control vs. experimental). The analysis revealed that the gamified creativity-based program achieved lower frustration of basic psychological needs compared to the control treatment (t (108) = 3.74, p < .001, d = 0.68) and a treatment effect was observed (F (1) = 9.06, p = .003, η2p = .083). Autonomy and competence frustration significantly increased in the control group, while apparently remained consistent over time in the treatment group. Baseline and follow-up significant differences were found for relatedness (t (114) = 1.12, p = .03, d = 0.4; t (110) = 2.88, p = .005, d = 0.53, respectively), as well as a treatment effect (F (1) = 7.28, p = .008, η2p = .069). These findings provide support for the idea that students’ basic psychological needs are lower frustrated with the implementation of a gamified creativity-based teaching method in anatomy education.
000150153 536__ $$9info:eu-repo/grantAgreement/ES/DGA-FEDER/S27-20R$$9info:eu-repo/grantAgreement/ES/UZ/REL.I-2022-012 STEAM4GIRLS- Escape Steam Challenge
000150153 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000150153 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000150153 700__ $$0(orcid)0000-0003-4621-6993$$aQuintas-Hijós, Alejandro$$uUniversidad de Zaragoza
000150153 700__ $$0(orcid)0000-0002-8733-1501$$aSáez-Bondía, María José$$uUniversidad de Zaragoza
000150153 7102_ $$11003$$2027$$aUniversidad de Zaragoza$$bDpto. Anatom.Histolog.Humanas$$cArea Anatom.Embriol.Humana
000150153 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000150153 7102_ $$14013$$2205$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Ciencias Exper.
000150153 773__ $$g(2024), [15 pp.]$$pJOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY$$tJOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY$$x1059-0145
000150153 8564_ $$s1008248$$uhttps://zaguan.unizar.es/record/150153/files/texto_completo.pdf$$yVersión publicada
000150153 8564_ $$s2407641$$uhttps://zaguan.unizar.es/record/150153/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000150153 909CO $$ooai:zaguan.unizar.es:150153$$particulos$$pdriver
000150153 951__ $$a2025-01-31-12:03:17
000150153 980__ $$aARTICLE