150153 20260217205608.0 doi 10.1007/s10956-024-10178-w sideral 142433 ART-2024-142433 eng Latre-Navarro, Lorena Universidad de Zaragoza (orcid)0000-0003-3948-333X Analysis of Human Anatomy Education: The Effects of a Gamified Creativity-Based Teaching Method on Students’ from Basic Psychological Needs Frustration 2024 Access copy available to the general public Unrestricted According 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. info:eu-repo/grantAgreement/ES/DGA-FEDER/S27-20R info:eu-repo/grantAgreement/ES/UZ/REL.I-2022-012 STEAM4GIRLS- Escape Steam Challenge info:eu-repo/semantics/openAccess by https://creativecommons.org/licenses/by/4.0/deed.es 5.5 2024 EDUCATION & EDUCATIONAL RESEARCH 20 / 762 = 0.026 2024 Q1 T1 EDUCATION, SCIENTIFIC DISCIPLINES 4 / 86 = 0.047 2024 Q1 T1 1.579 2024 Engineering (miscellaneous) 2024 Q1 Education 2024 Q1 10.8 2024 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Quintas-Hijós, Alejandro Universidad de Zaragoza (orcid)0000-0003-4621-6993 Sáez-Bondía, María José 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. (2024), [15 pp.] JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY 1059-0145 1008248 http://zaguan.unizar.es/record/150153/files/texto_completo.pdf Versión publicada 2407641 http://zaguan.unizar.es/record/150153/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:150153 articulos driver 2026-02-17-20:47:44 ARTICLE